Pub Date : 2023-02-23DOI: 10.1177/00345237231160071
C. Bagley
The paper critically reflects on data derived from prolonged periods of ethnographic study in an economically disadvantaged white workingclass rural community in the North East of England. A central aim the study was to understand the culture of the village and to capture and penetrate the social relationships and meanings within that culture as understood by its inhabitants and their relationship with the local school (see Bagley and Hillyard, 2013, 2015, 2019; Hillyard and Bagley, 2013, 2015). The research employed participant observation inside the village and included semi-structured interviews with residents individually and collectively in a host of formal and informal settings. For the purposes of this paper, the research draws on those interviews conducted with white working-class young people aged 16-21 years old (N= 25), born in the village who were in neither education, employment nor training. The findings suggest the experiences of rural disadvantage for these young people results in them holding a strong relational metaphorical sense of belonging (Cuervo and Wyn, 2014) that draws on bonded social capital (Putnam, 1995) to help them survive.
本文批判性地反思了在英格兰东北部一个经济上处于不利地位的白人工人阶级农村社区进行的长期民族志研究所得的数据。该研究的中心目标是了解村庄的文化，并捕捉和渗透其居民及其与当地学校的关系所理解的文化中的社会关系和意义(见Bagley和Hillyard, 2013年，2015年，2019年;Hillyard and Bagley, 2013, 2015)。该研究采用了参与观察的方式，包括在正式和非正式的环境中对村民进行单独和集体的半结构化访谈。为了本文的目的，研究采用了对16-21岁的白人工人阶级年轻人(N= 25)进行的访谈，这些年轻人出生在村庄，既没有接受教育，也没有就业，也没有接受培训。研究结果表明，这些年轻人的农村劣势经历导致他们拥有强烈的关系隐喻归属感(Cuervo和Wyn, 2014)，并利用联系社会资本(Putnam, 1995)来帮助他们生存。
{"title":"White working-class youth, rural disadvantage, sense of belonging and bonded social capital","authors":"C. Bagley","doi":"10.1177/00345237231160071","DOIUrl":"https://doi.org/10.1177/00345237231160071","url":null,"abstract":"The paper critically reflects on data derived from prolonged periods of ethnographic study in an economically disadvantaged white workingclass rural community in the North East of England. A central aim the study was to understand the culture of the village and to capture and penetrate the social relationships and meanings within that culture as understood by its inhabitants and their relationship with the local school (see Bagley and Hillyard, 2013, 2015, 2019; Hillyard and Bagley, 2013, 2015). The research employed participant observation inside the village and included semi-structured interviews with residents individually and collectively in a host of formal and informal settings. For the purposes of this paper, the research draws on those interviews conducted with white working-class young people aged 16-21 years old (N= 25), born in the village who were in neither education, employment nor training. The findings suggest the experiences of rural disadvantage for these young people results in them holding a strong relational metaphorical sense of belonging (Cuervo and Wyn, 2014) that draws on bonded social capital (Putnam, 1995) to help them survive.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80845262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1177/00345237231155835
Joseph A. Taylor, D. Hanuscin, Okhee Lee, Sharon J. Lynch, Molly AM Stuhlsatz, R. Talbot
In this paper, we critically examine the way in which scholars have traditionally defined and problematized attrition. Through a series of examples of large-scale intervention impact studies, we share insights about the sources and consequences of attrition that expand our notion of how and why attrition occurs. We also discuss potential steps for anticipating, mitigating, and responding to attrition in the dynamic context of schooling. By expanding our understanding of attrition, we hope to engage the field in further dialogue that could lead to policies and practices that might lessen the potential impacts not only on our ability to conduct research, but also our ability to advance the learning of teachers and their students.
{"title":"Sources and consequences of teacher attrition in large-scale intervention impact studies","authors":"Joseph A. Taylor, D. Hanuscin, Okhee Lee, Sharon J. Lynch, Molly AM Stuhlsatz, R. Talbot","doi":"10.1177/00345237231155835","DOIUrl":"https://doi.org/10.1177/00345237231155835","url":null,"abstract":"In this paper, we critically examine the way in which scholars have traditionally defined and problematized attrition. Through a series of examples of large-scale intervention impact studies, we share insights about the sources and consequences of attrition that expand our notion of how and why attrition occurs. We also discuss potential steps for anticipating, mitigating, and responding to attrition in the dynamic context of schooling. By expanding our understanding of attrition, we hope to engage the field in further dialogue that could lead to policies and practices that might lessen the potential impacts not only on our ability to conduct research, but also our ability to advance the learning of teachers and their students.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"72 3 1","pages":"43 - 66"},"PeriodicalIF":1.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89173156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1177/00345237231152604
F. Su, M. Wood, R. Tribe
In Western societies, school pedagogies tend to be biased in favour of talk and emphasise the links between talking, thinking and learning. Thus talk is often privileged over silence as the basis for learning activities in classrooms, sustained by theories of learning which afford priority to talk. Such cultural bias towards talk means that by contrast, silence can be perceived negatively and construed as a form of ‘non-participation’. Through a systematic literature review of journal articles relating to silence as a pedagogical approach published between 2000 and 2021, this article reappraises the role and value of silence in school education. Some of the apparent paradoxes of silence as a pedagogical approach, different types and uses of silence in the classroom, cultural dimensions of silence and the relationships between silence, power and critical pedagogy are examined. The pedagogical importance of silence as a participatory approach to learning emerges as a significant point for educators and the paper offers some suggestions for potential applications in classroom practice.
{"title":"‘Dare to be silent’: Re-conceptualising silence as a positive pedagogical approach in schools","authors":"F. Su, M. Wood, R. Tribe","doi":"10.1177/00345237231152604","DOIUrl":"https://doi.org/10.1177/00345237231152604","url":null,"abstract":"In Western societies, school pedagogies tend to be biased in favour of talk and emphasise the links between talking, thinking and learning. Thus talk is often privileged over silence as the basis for learning activities in classrooms, sustained by theories of learning which afford priority to talk. Such cultural bias towards talk means that by contrast, silence can be perceived negatively and construed as a form of ‘non-participation’. Through a systematic literature review of journal articles relating to silence as a pedagogical approach published between 2000 and 2021, this article reappraises the role and value of silence in school education. Some of the apparent paradoxes of silence as a pedagogical approach, different types and uses of silence in the classroom, cultural dimensions of silence and the relationships between silence, power and critical pedagogy are examined. The pedagogical importance of silence as a participatory approach to learning emerges as a significant point for educators and the paper offers some suggestions for potential applications in classroom practice.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"9 1","pages":"29 - 42"},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86849115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1177/00345237231152603
G. Vass
In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.
{"title":"Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities","authors":"G. Vass","doi":"10.1177/00345237231152603","DOIUrl":"https://doi.org/10.1177/00345237231152603","url":null,"abstract":"In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"34 1","pages":"29 - 46"},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75093565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1177/00345237231152605
Austina Frances Lee, G. Smith
Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher’s work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005)
{"title":"Where is the Love, y’all? Punk Pedagogy in High School Choir","authors":"Austina Frances Lee, G. Smith","doi":"10.1177/00345237231152605","DOIUrl":"https://doi.org/10.1177/00345237231152605","url":null,"abstract":"Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher’s work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005)","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"8 1","pages":"100 - 115"},"PeriodicalIF":1.3,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81543485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.650
Nicole Land, Narda Nelson
In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices. Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism
{"title":"Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism","authors":"Nicole Land, Narda Nelson","doi":"10.37119/ojs2022.v28i1b.650","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.650","url":null,"abstract":"In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices.\u0000Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72798768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.658
I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini
This paper is a collective attempt to respond creatively to a research project we were part of entitled Sketching Narratives of Movement: Towards Comprehensive and Competent Early Childhood Educational Systems Across Canada. We share our slow process of thinking, collaborating, wondering, and pausing along with the figure of the snail as we improvise a nonlinear path towards an unknown future. We think-with various theories of change as a response to narratives shared by participants in the project’s knowledge mobilization events: two public webinars and the production of a series of short video interviews. The pandemic simultaneously (re)inscribed ECEC with familiar discourses and narratives, yet, it also issued forth the potential for new imaginaries. ECEC was suddenly positioned as a critical community life-sustaining space for entire systems stressed by a pandemic. Amidst the attention, however, “slimy” traces of chronic neglect, underfunding, and undervaluing of ECEC were gleaming. Given the unpredictable momentum, we argue that it is essential that we open up ECEC to different narratives of movement. To this end, we offer five theoretical capsules titled: Slowing, Desiring, Haunting, Hospicing, and Longing as provocations for storying care otherwise and for stirring ethical consideration with potentialities for slow activism in ECEC. Keywords: Early childhood education and care, Canada, theories of change, slow activism, haunting, hospicing, desire
{"title":"Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care","authors":"I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini","doi":"10.37119/ojs2022.v28i1b.658","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.658","url":null,"abstract":"This paper is a collective attempt to respond creatively to a research project we were part of entitled Sketching Narratives of Movement: Towards Comprehensive and Competent Early Childhood Educational Systems Across Canada. We share our slow process of thinking, collaborating, wondering, and pausing along with the figure of the snail as we improvise a nonlinear path towards an unknown future. We think-with various theories of change as a response to narratives shared by participants in the project’s knowledge mobilization events: two public webinars and the production of a series of short video interviews. The pandemic simultaneously (re)inscribed ECEC with familiar discourses and narratives, yet, it also issued forth the potential for new imaginaries. ECEC was suddenly positioned as a critical community life-sustaining space for entire systems stressed by a pandemic. Amidst the attention, however, “slimy” traces of chronic neglect, underfunding, and undervaluing of ECEC were gleaming. Given the unpredictable momentum, we argue that it is essential that we open up ECEC to different narratives of movement. To this end, we offer five theoretical capsules titled: Slowing, Desiring, Haunting, Hospicing, and Longing as provocations for storying care otherwise and for stirring ethical consideration with potentialities for slow activism in ECEC.\u0000Keywords: Early childhood education and care, Canada, theories of change, slow activism, haunting, hospicing, desire","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"49 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.661
Kamogelo Amanda Matebekwane
In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal
{"title":"Counter-Storytelling: A Form of Resistance and Tool to Reimagine More Inclusive Early Childhood Education Spaces","authors":"Kamogelo Amanda Matebekwane","doi":"10.37119/ojs2022.v28i1b.661","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.661","url":null,"abstract":"In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"89 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72469656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.646
Christine Massing, Patricia R. Lirette, Alexandra Paquette
The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19
{"title":"“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators","authors":"Christine Massing, Patricia R. Lirette, Alexandra Paquette","doi":"10.37119/ojs2022.v28i1b.646","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.646","url":null,"abstract":"The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children.\u0000Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75706658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.648
Lisa Johnston
In this conceptual article, I argue that there is a difference between codified ethics and the ethical. I begin by situating code of ethics in the broader professionalization movement in early childhood education. Drawing upon Gunilla Dahlberg and Peter Moss (2005), I discuss the dematerialization of early childhood educators (ECEs) and the instrumentalization of early childhood education and care (ECEC) in Ontario through the implementation of the Code of Ethics by the College of Early Childhood Education ( 2017). Thinking with Eve Tuck’s (2018) question of “How shall we live?” (p. 157), I take up a critical invitation from Sharon Todd (2003) to consider how codified ethics in education may be rethought “as a relation across difference” (p. 2). I work conceptually with the imagery of nodes from the film Sleep Dealer by Alex Rivera (2008) as an aesthetic device to examine the effect of codified ethics on ECEs. Finally, in conversation with Joanna Zylinska (2014) and Tim Ingold (2011), I re-frame instrumentalized nodes/codes of ethics within the complexity of knots and meshworks to recover the ethical in early childhood education. I offer this piece as a warning that solely relying on codified ethics completes the transformation of the ECE into a worker technician and may be leading us toward a dystopian future and as a call to activism to engage in the complex ethical work required in the small everyday spaces of the early childhood classroom. Keywords: early childhood education, codified ethics, ethical, nodes, dematerialization, instrumentalization
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