{"id":{"repo_id":"carleton","oai_identifier":"oai:carleton.scholaris.ca:20.500.14718/44039"},"canonical_url":"https://search.dev.ndltd.org/etd/carleton/oai:carleton.scholaris.ca:20.500.14718/44039","repository":{"repo_id":"carleton","name":"Carleton University","base_url":"https://carleton.scholaris.ca/server/oai/request"},"display":{"title":"Navigating “Innocent” Conversations: Early Childhood Educator’s Rationales’ for Addressing Topics of Gender and Sexuality with Young Children","abstract":"This study examines how Ontario early childhood educators rationalize their decisions on addressing discussions of gender, sexuality, bodies, sex, and consent in early year classrooms. Using Foucault's (1980) power/knowledge and Held's (2006) ethics of care, I analyze how educators navigate discussions with children, highlighting their growing role as both facilitators and gatekeepers of sensitive topics. This shift stems from systemic pressures, including provincial policies and cultural norms, that restrict children’s access to gender, sexuality, and sexual health information. The participants discussed the dilemma of serving children’s needs while maintaining compliance with institutional norms and managing the perceived “risks” associated with these topics. In this context, educators often filter, limit, or avoid discussions, reducing children’s engagement with these issues. Given these assertions, I seek to uncover how power dynamics and ethical responsibilities influence educators’ professional identities and the educational experiences of the children in their care.","abstract_html":"This study examines how Ontario early childhood educators rationalize their decisions on addressing discussions of gender, sexuality, bodies, sex, and consent in early year classrooms. Using Foucault's (1980) power/knowledge and Held's (2006) ethics of care, I analyze how educators navigate discussions with children, highlighting their growing role as both facilitators and gatekeepers of sensitive topics. This shift stems from systemic pressures, including provincial policies and cultural norms, that restrict children’s access to gender, sexuality, and sexual health information. The participants discussed the dilemma of serving children’s needs while maintaining compliance with institutional norms and managing the perceived “risks” associated with these topics. In this context, educators often filter, limit, or avoid discussions, reducing children’s engagement with these issues. Given these assertions, I seek to uncover how power dynamics and ethical responsibilities influence educators’ professional identities and the educational experiences of the children in their care.","abstract_has_math":false,"creators":["Crane, Brittany Danielle"],"institution":"Carleton University","degree_name":"Master of Arts (M.A.)","degree_level":"Master's","degree_discipline":"Women's and Gender Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T01:34:36Z","subjects":[],"languages":["en"],"rights":["Copyright © 2025 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, distribution to students, research and scholarship. 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Using Foucault's (1980) power/knowledge and Held's (2006) ethics of care, I analyze how educators navigate discussions with children, highlighting their growing role as both facilitators and gatekeepers of sensitive topics. This shift stems from systemic pressures, including provincial policies and cultural norms, that restrict children’s access to gender, sexuality, and sexual health information. The participants discussed the dilemma of serving children’s needs while maintaining compliance with institutional norms and managing the perceived “risks” associated with these topics. In this context, educators often filter, limit, or avoid discussions, reducing children’s engagement with these issues. Given these assertions, I seek to uncover how power dynamics and ethical responsibilities influence educators’ professional identities and the educational experiences of the children in their care."]},{"key":"dc:title","label":"Title","values":["Navigating “Innocent” Conversations: Early Childhood Educator’s Rationales’ for Addressing Topics of Gender and Sexuality with Young Children"]}]}],"canonical_facts":{"dc:creator":["Crane, Brittany Danielle"],"dc:date.accessioned":["2025-07-31T18:39:43Z"],"dc:date.available":["2025-07-31T18:39:43Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This study examines how Ontario early childhood educators rationalize their decisions on addressing discussions of gender, sexuality, bodies, sex, and consent in early year classrooms. Using Foucault's (1980) power/knowledge and Held's (2006) ethics of care, I analyze how educators navigate discussions with children, highlighting their growing role as both facilitators and gatekeepers of sensitive topics. This shift stems from systemic pressures, including provincial policies and cultural norms, that restrict children’s access to gender, sexuality, and sexual health information. The participants discussed the dilemma of serving children’s needs while maintaining compliance with institutional norms and managing the perceived “risks” associated with these topics. In this context, educators often filter, limit, or avoid discussions, reducing children’s engagement with these issues. 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