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ERIC Number: EJ795122
Record Type: Journal
Publication Date: 2006
Pages: 11
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1528-3534
Discourses of the Good Early Childhood Educator in Professional Training: Reproducing Marginality or Working toward Social Change
Langford, Rachel
International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v7 n1 p115-125 2006
This research explores connections between the ways in which an early childhood educator (ECE) identity is discursively formed within professional training and the marginalization of the ECE workforce. The underlying premise was that pedagogical discourses of the ECE regarded as "good" contribute to the formation of a particular kind of worker who is prepared and expected to work in a stratified gendered, educational labour market. Several interrelated critical questions guided the research. The author sought to identify both historical and contemporary discursive representations of the good ECE, to explain how working conditions as well as divisions of gender, race, ethnicity and class are represented in the discourses and to examine how the discourses function ideologically. She also wanted to identify crises in the discourses from which new constructions could potentially emerge to initiate social changes in ECE identity formation, social relations and economic arrangements.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada