Contesting Early Childhood Professional Identities: A Cross-National Discussion

Autor/inn/en	Arndt, Sonja; Urban, Mathias; Murray, Colette; Smith, Kylie; Swadener, Beth; Ellegaard, Tomas
Titel	Contesting Early Childhood Professional Identities: A Cross-National Discussion
Quelle	In: Contemporary Issues in Early Childhood, 19 (2018) 2, S.97-116 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118768356
Schlagwörter	Foreign Countries; Early Childhood Education; Professional Identity; Comparative Education; Preschool Teachers; Child Caregivers; Neoliberalism; Educational Policy; Educational Change; Resistance to Change; Politics of Education; International Organizations; New Zealand; United States; Ireland; Australia; Denmark + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Vergleichende Erziehungswissenschaft; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Bildungsreform; Educational policy; International organisation; International organisations; International organization; Internationale Organisation; Neuseeland; USA; Irland; Australien; Dänemark
Abstract	In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers' shifting subjectivities, drawing on Kristeva's philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable 'divide and rule' politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors' (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice. (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	2020/1/01