Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?

Autor/in	Cumming, Tamara
Titel	Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?
Quelle	In: Complicity: An International Journal of Complexity and Education, 12 (2015) 1, S.52-66 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-5668
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Environment; Work Environment; Sustainability; Job Security; Teaching Experience; Labor Force Development; Postmodernism; Focus Groups; Preschool Teachers; Elementary School Teachers; Politics of Education; Case Studies; Professional Identity; Stress Variables; Resilience (Psychology); Child Care Centers; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Nachhaltigkeit; Arbeitsplatzsicherheit; Arbeitskräftebestand; Postmoderne; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational policy; Bildungspolitik; Case study; Fallstudie; Case Study; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Australien
Abstract	The purpose of this article is to explore the complex interrelations between educators' work environments and their experiences as an entryway for thinking differently about workforce stability and sustainability. Concepts of macro- and micropolitics (drawn from the work of Deleuze and Guattari) are used to explore one educator's experiences in her work environment through readings of visual, textual and affective data. These readings are then used as prompts for thinking differently about the complexity of educators' experiences in their work environments, and for generating other possibilities for supporting workforce stability and sustainability. (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01