Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

The aim of this article is to problematise the dominant construction of "professionalism" as created and promoted by the United Kingdom Government through policy. Like other professionals working in education, early years practitioners are subjected to a disempowering, regulatory gaze in the name of higher standards. The preoccupation…