Business Managers in Children's Playground: Exploring a Problematic (or Not!) Identity Construction of Early Childhood Teachers in New Zealand

Autor/in	Kamenarac, Olivera
Titel	Business Managers in Children's Playground: Exploring a Problematic (or Not!) Identity Construction of Early Childhood Teachers in New Zealand
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 3, S.268-280 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamenarac, Olivera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1463949121989362
Schlagwörter	Early Childhood Teachers; Professional Identity; Teacher Role; Neoliberalism; Professionalism; Early Childhood Education; Educational Policy; Educational Practices; Business Administration; Noninstructional Responsibility; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Neo-liberalism; Neoliberalismus; Professionalität; Education; Politics of education; Bildungspolitik; Bildungspraxis; Business economics; Betriebswirtschaft; Ausland; Neuseeland
Abstract	The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers' professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country's early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01