A "Politics against Social Submission": Of Early Years Teachers' Accessibility and Work with Children in Québec

Autor/in	Chang-Kredl, Sandra
Titel	A "Politics against Social Submission": Of Early Years Teachers' Accessibility and Work with Children in Québec
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 2, S.202-216 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1177810
Schlagwörter	Foreign Countries; Professionalism; Preschool Teachers; Professional Identity; Memory; Qualitative Research; Personal Narratives; Females; Interviews; Teaching Experience; Social Change; Early Childhood Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Professionalität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gedächtnis; Qualitative Forschung; Erlebniserzählung; Weibliches Geschlecht; Interviewing; Interviewtechnik; Sozialer Wandel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kanada
Abstract	In this paper, I examine the claim that teachers' subjective experiences can lead to social change through the perspective of the early years teacher in Quebec. Fourteen early childhood teachers participated in memory writing and individual interviews. Data were inductively coded and analysed in terms of the teachers' subjective experiences of: (1) their occupational image, (2) their day-to-day work in early childhood settings, and (3) their constructions of childhood. Analysis revealed a closer understanding of the interplay between the teacher's internal and external experiences, particularly in terms of childhood as a discursive concept, gendered assumptions about professionalism, and psychoanalytic notions of individuation. The study suggests that change will require that early years teachers develop and articulate their understandings of their subjective experiences in ways that simultaneously expose deeply entrenched assumptions in the social unconscious that deny recognition to educators whose work relies on their accessibility to the youngest children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01