Literaturnachweis - Detailanzeige
Autor/in | Henderson, Linda |
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Titel | Partial and Incomplete Voices: The Political and Three Early Childhood Teachers' Learning |
Quelle | In: Educational Action Research, 22 (2014) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2013.851610 |
Schlagwörter | Early Childhood Education; Teachers; Action Research; Student School Relationship; Poetry; Teacher Attitudes; Discourse Modes; Data Analysis; Foreign Countries; Australia |
Abstract | The early childhood-school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school. Using lyric poetry as a method of data (re)presentation, the paper argues this method allowed for multiple layers of politics within this context to emerge. Because of this, a more nuanced account of the early childhood--school relationship is uncovered. The paper concludes by arguing that this method offers the possibility of narrating participatory action research in a powerful and respectful form. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |