Equity, Inclusion and Belonging for Teachers in Early Childhood Education in Aotearoa New Zealand

Autor/inn/en	Gould, Kiri; Boyd, Jennifer; Tesar, Marek
Titel	Equity, Inclusion and Belonging for Teachers in Early Childhood Education in Aotearoa New Zealand
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 2, S.176-188 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gould, Kiri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491231152617
Schlagwörter	Equal Education; Inclusion; Early Childhood Education; Early Childhood Teachers; Foreign Countries; Restorative Practices; Teacher Collaboration; New Zealand + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerkooperation; Neuseeland
Abstract	This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum "Te Whariki," research has also focused on the complexities of requiring a largely monocultural (Pakeha/of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers' narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01