Professionalism in Early Childhood Teaching: A Posthumanist Perspective

Autor/in	Warren, Alison
Titel	Professionalism in Early Childhood Teaching: A Posthumanist Perspective
Quelle	In: Early Childhood Folio, 23 (2019) 2, S.29-34 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Early Childhood Education; Early Childhood Teachers; Professionalism; Foreign Countries; Social Justice; Culturally Relevant Education; Indigenous Knowledge; At Risk Students; Injuries; Well Being; Child Safety; Accident Prevention; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Professionalität; Ausland; Soziale Gerechtigkeit; Well-being; Wellness; Wohlbefinden; Accident statistics; Unfall; Statistik; Unfallstatistik; Neuseeland
Abstract	Professionalism in early childhood teaching is shaped within contexts, relationships, and multiple discourses of professionalism, as well as historical and enduring maternalism. This article uses posthumanist ideas from Deleuze and Guattari to reframe professionalism as produced in relationships among human and other-than-human aspects of early childhood settings, including materials, theories, and regulations. This article unpacks two data excerpts from a research study into emotions in early childhood teaching. I suggest that early childhood teachers could explore creative ways to enact professionalism as complex, fluid, shifting processes negotiated within everyday happenings, rather than properties contained within human individuals. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01