'You're All so Good with Poo Here': Mainstream Media Representations of the Early Years Educator

Autor/inn/en	Chang-Kredl, Sandra; Pauls, Katherine; Foster, Katherine
Titel	'You're All so Good with Poo Here': Mainstream Media Representations of the Early Years Educator
Quelle	In: Gender and Education, 33 (2021) 1, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1632805
Schlagwörter	Mass Media; Mass Media Effects; Early Childhood Teachers; Females; Feminism; Recognition (Achievement); Social Attitudes; Sex Stereotypes; Gender Issues + Suchen Sie Ihr Suchwort? Massenmedien; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Feminismus; Soziale Anerkennung; Social attidude; Soziale Einstellung; Geschlechterfrage
Abstract	The undervaluing of early years educators reflects entrenched societal beliefs. We analyse representations of early years educators in 32 popular media texts through the lens of scholarship on care work and Bourdieu's notion of symbolic capital, with the view that working conditions for educators and symbolic representations of educators reinforce one another. The majority of the texts present images that reinforce societal assumptions about the early years educator as relatively unskilled and peripheral. One media text, Little Acorns [2016a. "Bad Parents" [Video File]. Retrieved from https://youtu.be/_qrdruNu768; 2016b. "Sleazy Dad" [Video File]. Retrieved from https://youtu.be/8NIlvNIl1lU], offered portrayals of female educators as complex characters with varied capacities and agencies. We argue that Little Acorns provides a beginning point for imagining forms of feminist success that are inclusive of educators, namely by placing educators and their work as central to the narrative, and that interrogating these popular media representations can contribute to attending to the rights of the predominantly female, working-class, and diverse early childhood workforce. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01