Educational Leaders and the project of professionalisation in early childhood education in Australia
TL;DR: The authors report the ways in which educational leaders in Australian early childhood education workplaces are interpreting and implementing their mandatory role, and argue the work of educational leaders is primarily oriented towards raising the status and capacity of their colleagues as a pre-requisite for high-quality outcomes, and that concepts of quality operate instead as mediating tools.
About: This article is published in International Journal of Educational Research.The article was published on 2020-01-01. It has received 14 citations till now. The article focuses on the topics: Early childhood education & Educational leadership.
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01 Jan 2006
TL;DR: In this article, the authors argue that risk colonising of regulation has not effectively addressed societal risks to children in early childhood education and care (ECECEC) services, and has generated its own risks to quality standards through a preoccupation with institutional risk.
Abstract: This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk colonising of regulation has not effectively addressed societal risks to children in ECEC services, and has generated its own risks to quality standards through a preoccupation with institutional risk. In these ways, ‘the laugh of Foucault’ resounds in the regulation of ECEC services.
10 citations
TL;DR: In this paper, the authors explore Lawrence Stenhouse's provocation that too much research has been conducted for the world and not enough for the village, and this provocation has taken on additional significa...
Abstract: In this paper, we explore Lawrence Stenhouse’s provocation that too much research has been conducted for the world and not enough for the village. This provocation has taken on additional significa...
3 citations
01 Jan 2020
TL;DR: In this article, the authors present the actualization of the methodological base for the design and realization of educational programs for professional training of pedagogues under the socioeconomic conditions of the higher education system.
Abstract: The article presents the actualization of the methodological base for the design and realization of educational programs for professional training of pedagogues under the socio-economic conditions of the higher education system. The study objective is to identify and describe the principles of the design and realization of educational programs for professional training of pedagogues in modern socio-economic conditions. The main methods of the study include a comparative analysis of scientific literature and modeling. Based on the interdisciplinary comparative theoretical analysis of economical concepts and education system phenomena, the principles of the design and realization of educational programs in modern socio-economic conditions are defined as the result of the study through the means of modeling the processes of professional pedagogues’ training.
1 citations
DOI•
TL;DR: In this article , the authors explored educators' reflections on their role and challenges they face working in ECEC settings with low socio-economic status (SES infants and toddlers) and found the complexity involved in educators' work, relating to their understandings of the issues faced by low SES families.
Abstract: Abstract There is strong evidence that access to high quality early childhood education and care (ECEC) has a range of benefits for children’s long-term development and learning outcomes. Furthermore, ECEC has the most benefits for children who experience vulnerability, marginalisation and disadvantage (Heckman, 2008; OECD Starting Strong, 2017; National Scientific Council for the Developing Child [NSCDC], 2020). In Australia, universal measures involving funding and regulatory frameworks do not necessarily ensure inclusion of low socio-economic status (SES) children and families in ECEC. This research seeks to address the gap by exploring educators’ reflections on their role and challenges they face working in ECEC settings with low SES infants and toddlers. Deductive coding using Molla and Nolan’s (2019) classes of professional functionings was utilised with further inductive approaches to capture the specific Australian context including the National Quality Framework (Australian Children’s Education & Care Quality Authority [ACECQA], 2018) and the Early Years Learning Framework (Department of Education Employment and Workplace Relations [DEEWR], 2009). Findings showed the complexity involved in educators’ work, relating to their understandings of the issues faced by low SES families. This study aims to raise awareness of the specific needs of low SES children under three years and their families in the ECEC context. Recommendations identify the need for support targeting the workforce to increase levels of understanding, strategies and expertise.
1 citations
TL;DR: In this article , the authors focus on the intersection of open educational practices with equity pedagogy for early years educators and highlight the promise of OEP for addressing early learners' professional development and learning about reconciliation and multicultural education.
Abstract:
Purpose
In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.
Design/methodology/approach
Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.
Findings
Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.
Originality/value
This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.
1 citations
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8,493 citations
TL;DR: Cultural-historical activity theory is a new framework aimed at transcending the dichotomies of micro- and macro-, mental and material, observation and intervention in analysis and redesign of work, and finds from a longitudinal intervention study of children's medical care illuminate the theoretical arguments.
Abstract: Cultural-historical activity theory is a new framework aimed at transcending the dichotomies of micro- and macro-, mental and material, observation and intervention in analysis and redesign of work. The approach distinguishes between short-lived goal-directed actions and durable, object-oriented activity systems. A historically evolving collective activity system, seen in its network relations to other activity systems, is taken as the prime unit of analysis against which scripted strings of goal-directed actions and automatic operations are interpreted. Activity systems are driven by communal motives that are often difficult to articulate for individual participants. Activity systems are in constant movement and internally contradictory. Their systemic contradictions, manifested in disturbances and mundane innovations, offer possibilities for expansive developmental transformations. Such transformations proceed through stepwise cycles of expansive learning which begin with actions of questioning the existing standard practice, then proceed to actions of analyzing its contradictions and modelling a vision for its zone of proximal development, then to actions of examining and implementing the new model in practice. New forms of work organization increasingly require negotiated 'knotworking' across boundaries. Correspondingly, expansive learning increasingly involves horizontal widening of collective expertise by means of debating, negotiating and hybridizing different perspectives and conceptualizations. Findings from a longitudinal intervention study of children's medical care illuminate the theoretical arguments.
1,070 citations
Posted Content•
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621 citations
Journal Article•
TL;DR: The authors pointed out that there is no single form of the cultural studies and that the scholastic research method results in its departure from politics, and proposed decanonization and de-specialization.
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408 citations
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TL;DR: The problems which the managerial state is intended to resolve derive from contradictions and conflicts in the political, economic and social realms as discussed by the authors. But what we have seen is the managerialisation...
Abstract: The problems which the managerial state is intended to resolve derive from contradictions and conflicts in the political, economic and social realms. But what we have seen is the managerialisation ...
397 citations