Towards Mentoring as Feminist Praxis in Early Childhood Education and Care in England

Autor/inn/en	Hammond, Sue; Powell, Sacha; Smith, Kate
Titel	Towards Mentoring as Feminist Praxis in Early Childhood Education and Care in England
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 2, S.139-153 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1025370
Schlagwörter	Mentors; Early Childhood Education; Child Care; Preschool Teachers; Feminism; Social Status; Teaching Conditions; Social Bias; Equal Opportunities (Jobs); Beginning Teacher Induction; Foreign Countries; Epistemology; Social Values; Teacher Collaboration; Praxis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Feminismus; Sozialer Status; Lehrbedingungen; Unterrichtsbedingungen; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Erkenntnistheorie; Sozialer Wert; Lehrerkooperation
Abstract	Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the early education systems and the practice of teaching young children. Predominantly female, early childhood educators suffer from low status in England, and their working lives may be controlled and policed through inequitable systems. On entering the workforce, trainees encounter a reductionist policy milieu where mentoring structures and normative assessment arrangements contribute to inequity. Mentors play pivotal roles in inducting trainees into their worlds of work with young children. Mentoring relationships can determine whether trainees accept the status quo. Principles derived from feminist praxis enable mentors to practise an "engaged pedagogy", co-constructing knowledge, subverting hierarchies and contesting taken-for-granted aspects of policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01