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Hunkin, Elise; Kilderry, Anna; Nolan, Andrea – Contemporary Issues in Early Childhood, 2022
In recent times, education policy and reform discourses have become increasingly politicised by neo-liberalism, with critical policy methodologies struggling to catch up. Critical policy sociologists have noted that critical commentaries rarely succeed in changing or impacting dominant education policy pathways. This article presents a framework…
Descriptors: Educational Policy, Educational Change, Neoliberalism, Educational Theories
Mäntyjärvi, Marjo; Puroila, Anna-Maija – Contemporary Issues in Early Childhood, 2019
This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and…
Descriptors: Foreign Countries, Early Childhood Education, Educational Legislation, Private Schools
Palaiologou, Ioanna; Male, Trevor – Contemporary Issues in Early Childhood, 2019
In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily…
Descriptors: Instructional Leadership, Early Childhood Education, Child Care, Epistemology
Arndt, Sonja; Urban, Mathias; Murray, Colette; Smith, Kylie; Swadener, Beth; Ellegaard, Tomas – Contemporary Issues in Early Childhood, 2018
In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia…
Descriptors: Foreign Countries, Early Childhood Education, Professional Identity, Comparative Education
Cooper, Maria – Contemporary Issues in Early Childhood, 2017
Implementing relationships-based pedagogies in infant and toddler settings might assume that teachers' experiences of emotional labour will be acknowledged. This assumption may be complicated by assessment practices that both rely on and detract from relationship-building opportunities with infants and toddlers. Assessment also relies on…
Descriptors: Teaching Methods, Infants, Toddlers, Teacher Student Relationship
Sisson, Jamie Huff; Iverson, Susan V. – Contemporary Issues in Early Childhood, 2014
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…
Descriptors: Preschool Teachers, Preschool Education, Feminism, Educational Change
Gibson, Megan – Contemporary Issues in Early Childhood, 2013
The Australian government's current workforce reforms in early childhood education and care (ECEC) include a major shift in qualification requirements. The new requirement is that university four-year degree qualified teachers are employed in before-school contexts, including
childcare. Ironically, recent research studies show that, in Australia,…
Descriptors: Foreign Countries, Professional Identity, Preschool Teachers, Preschool Education