Abstract
ABSTRACTThis paper attempts to explore young children’s construction of femininities in a kindergarten in Indonesia. Using a postdevelopmentalist and postcolonial approach, this paper seeks to understand how young children in the school develop, negotiate and resist existing gender construction. This paper is based on an ethnography research conducted in 2010 for eight months. Findings of this study reveal that discourse of femininities in the school is situated in the discourse of a princess. This paper argues that there are multiple meanings attached to the discourse of a princess. It does not only become a signifier for femininity, but it also acts as a signifier for social class. The findings also suggest that the discourse perpetuates the legacy of colonisation in the school. It is, then, recommended that, in order for kindergarten teachers to be able to disrupt the construction of femininities, they need to be able to understand multiple meaning of femininities as well as power relation embodied in the construction.
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