TY - JOUR
T1 - Reading between the lines
T2 - An interpretative meta-analysis of ways early childhood educators negotiate discourses and subjectivities informing practice.
AU - Cumming, Tamara
AU - Sumsion, Jennifer
AU - Wong, Sandra
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Contemporary Issues in Early Childhood. ISSNs: 1463-9491;
PY - 2013
Y1 - 2013
N2 - 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.
AB - 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.
KW - Open access version available
KW - Early childhood education
KW - Early childhood educators
KW - Early childhood teachers
KW - Post structural theory
U2 - 10.2304/ciec.2013.14.3.223
DO - 10.2304/ciec.2013.14.3.223
M3 - Article
SN - 1463-9491
VL - 14
SP - 223
EP - 240
JO - Contemporary Issues in Early Childhood
JF - Contemporary Issues in Early Childhood
IS - 3
ER -