The purpose of this article is to explore the authors’ and the co-authors’ reflexivity in feminist participatory action research, conducted in three kindergartens in Indonesia, aiming to disrupt traditional gender discourses in early childhood education settings. Kindergarten is one of the most gendered spaces that perpetuate the binary between femininities and masculinities. This research takes place in Indonesia, one of the most populous Muslim countries in the world. The first part of the study deals with our own reflexivity as university lecturers, middle class and Muslim women, and we use these as a departure point to understand multiple positioning taken by our nine co-researchers as kindergarten teachers, women as well as Muslims and how these influence their gender understanding. The second part of the study discusses the journey of our co-researchers from having gender blind to more gender flexible attitude. As the co-researchers began to acknowledge their personal values, they were better able to apply gender flexible pedagogies to their kindergarten context. The co-researchers also demonstrate different forms of action in implementing gender flexible pedagogy. Our study suggests continuous reflexivity and the possibility of translating gender flexible pedagogy into the co-researchers’ local context were essential factors in this action research.

本文的目的是探讨作者和合著者在印度尼西亚三所幼儿园进行的女权主义参与行动研究中的反思性，旨在打破幼儿教育环境中的传统性别话语。幼儿园是最性别化的空间之一，它延续了女性气质和男性气质之间的二元性。这项研究发生在印度尼西亚，这是世界上穆斯林人口最多的国家之一。研究的第一部分涉及我们自己作为大学讲师、中产阶级和穆斯林女性的反思，我们以此为出发点来理解我们的九位共同研究人员作为幼儿园教师、女性以及穆斯林和穆斯林的多重定位。这些如何影响他们的性别理解。研究的第二部分讨论了我们的合作研究人员从性别盲到更灵活的态度的旅程。随着共同研究人员开始承认他们的个人价值观，他们能够更好地将性别灵活的教学法应用于他们的幼儿园环境。共同研究人员还展示了实施性别灵活教学法的不同形式的行动。我们的研究表明，持续的反思性和将性别灵活的教学法转化为合作研究人员的当地背景的可能性是这项行动研究的重要因素。共同研究人员还展示了实施性别灵活教学法的不同形式的行动。我们的研究表明，持续的反思性和将性别灵活的教学法转化为合作研究人员的当地背景的可能性是这项行动研究的重要因素。共同研究人员还展示了实施性别灵活教学法的不同形式的行动。我们的研究表明，持续的反思性和将性别灵活的教学法转化为合作研究人员的当地背景的可能性是这项行动研究的重要因素。