Raising the Independent Self: Folk Psychology and Folk Pedagogy in American Early Schooling

Abstract

I describe each of the four teachers in detail in order to understand them and their practice from their perspectives. I examine how mainstream European-American cultural beliefs about the independent self are enacted in pedagogy of four committed teachers. I investigate the double-sided effects of their folk psychology and folk pedagogy, focusing on the discourses of individualized education, independence and autonomy, self-esteem, equality, rights and responsibilities, creativity and expressiveness, and early intervention. I discuss implications for early childhood practice and research.