Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to adv...

https://journals.sagepub.com/doi/pdf/10.1177/0271121421990833

Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood:

............................................................................................................. iii Acknowledgements .............................................................................................. v Table of contents ................................................................................................. vii List of Figures ...................................................................................................... ix Chapter 1 – Introduction ....................................................................................... 1 1.

Teacher Otherness in Early Childhood Education: Rethinking uncertainty and difference through a Kristevan lens

Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fi...

Early childhood teacher cultural Otherness and belonging

Friedrich Froebel is well-known for the invention of kindergarten and the pioneering educational philosophy he developed in the 1800s, which respected children’s self activity and women’s capabilit

Friedrich Froebel: a path least trodden

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with ...

Teachers’ voice, power and agency: (un)professionalisation of the early years workforce

This article explores what it means today for children to survive, thrive and reach their full potential – aspirations set out nearly 25 years ago as rights in the United Nations Convention on the ...

https://journals.sagepub.com/doi/pdf/10.1177/2043610615597144

Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings

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Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings