Reading between the lines: An interpretative meta-analysis of ways early childhood educators negotiate discourses and subjectivities informing practice.

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)
80 Downloads (Pure)

Abstract

Considerable attention has been paid across international contexts to structural factors affecting the sustainability of the early childhood workforce. While attention to these elements is vital, it can nevertheless overshadow less tangible elements that may contribute to, or assist in addressing, problems of workforce sustainability. In particular, an existing body of literature suggests that discourses and subjectivities play an important role in informing early childhood practice. In this paper we report on an interpretative meta-analysis of 38 empirical studies from 9 countries, which are concerned with ways early childhood educators negotiate discourses and subjectivities informing early childhood professional practice. We found that early childhood educators participating in these empirical studies used a highly complex set of strategies to negotiate the relations of power that operate within and between discourses and subjectivities informing early childhood practice. We conclude that understanding more about ways early childhood educators negotiate discourses and subjectivities has the potential to inform efforts to address problems of workforce sustainability, and is worthy of further study.
Original languageEnglish
Pages (from-to)223-240
Number of pages18
JournalContemporary Issues in Early Childhood
Volume14
Issue number3
DOIs
Publication statusPublished - 2013

Fingerprint

Dive into the research topics of 'Reading between the lines: An interpretative meta-analysis of ways early childhood educators negotiate discourses and subjectivities informing practice.'. Together they form a unique fingerprint.

Cite this