Early childhood educators' experiences in their work environments: Shaping (im)possible ways of being an educator?

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Abstract

The purpose of this article is to explore the complex interrelations between educators’ work environments and their experiences as an entryway for thinking differently about workforce stability and sustainability. Concepts of macro‐ and micropolitics (drawn from the work of Deleuze and Guattari) are used to explore one educator’s experiences in her work environment through readings of visual, textual and affective data. These readings are then used as prompts for
thinking differently about the complexity of educators’ experiences in their work environments, and for generating other possibilities for supporting workforce stability and sustainability.
Original languageEnglish
Pages (from-to)52-66
Number of pages15
JournalComplicity: an international journal of complexity in education
Volume12
Issue number1
DOIs
Publication statusPublished - 2015

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