NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818046
Record Type: Journal
Publication Date: 2006-Jul
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0957-5146
Professionalism and Performativity: The Feminist Challenge Facing Early Years Practitioners
Osgood, Jayne
Early Years: An International Journal of Research and Development, v26 n2 p187-199 Jul 2006
In this discussion paper, I seek to understand the complex interaction between notions of "professionalism" and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which "teacher professionalism" is constructed by government and how this transcends into a "discourse of derision", which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years. (Contains 2 notes and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)