A Critique of the Discursive Landscape: Challenging the Invisibility of Early Childhood Educators' Well-Being

Autor/inn/en	Cumming, Tamara; Logan, Helen; Wong, Sandie
Titel	A Critique of the Discursive Landscape: Challenging the Invisibility of Early Childhood Educators' Well-Being
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 2, S.96-110 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120928430
Schlagwörter	Early Childhood Teachers; Well Being; Educational Philosophy; Teaching Conditions; Professional Autonomy; Student Development; Sex Role; Professionalism; Neoliberalism; Educational Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Bildungsphilosophie; Erziehungsphilosophie; Lehrbedingungen; Unterrichtsbedingungen; Berufsfreiheit; Geschlechterrolle; Professionalität; Neo-liberalism; Neoliberalismus; Bildungspraxis; Ausland; Australien
Abstract	Children's well-being has received extensive research attention and has a central role in early childhood policy and curricular guidelines. However, the well-being of early childhood educators has received fragmentary research attention and is unacknowledged in policy and curricular documents. Given the seemingly self-evident links between educators' well-being and positive experiences and outcomes for children, why is educators' well-being invisible within the discursive landscape of early childhood education and care? In this article, the authors offer explanations for this invisibility by identifying and critiquing a number of discourses that have shaped, and continue to shape, early childhood education and educators' positions within it. They use Foucault's idea of dividing practices to demonstrate how these discourses have formed regimes -- and, ultimately, a discursive landscape -- that make the issue of educators' well-being invisible. The authors then begin the work of challenging this discursive landscape by using theoretical resources from Deleuze and Guattari, and Tronto, to argue for placing care, and a logic of 'and', at the centre of supports for educators' well-being. They offer examples and questions to prompt ongoing critique and action. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01