Spectral Childhoods and Educational Consequences of Images of Children

Abstract

Abstract In this essay, I contrast spectral images of the eternal, naturalized child with the "image of the child" as educators in Reggio Emilia, Italy, construct it. Their image of the competent child allows them to produce educational relationships that respond to children in continually shifting contexts. They attempt to welcome into classrooms competent children armed with their own contradictory theories, cultures, pleasures, and desires. Based on these practices, I argue for localized, site-specific reconsideration of images of children and pedagogy that renders images of young children as constructions simultaneously mythologized and marginalized by the categorizations of art and education.

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