Partial and Incomplete Voices: The Political and Three Early Childhood Teachers' Learning

Autor/in	Henderson, Linda
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Projektforschung; Schüler-Lehrer-Beziehung; Lyrik; Poesie; Lehrerverhalten; Diskursethik; Auswertung; Ausland; Australien
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10