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Title: Are We All Travelling Similar Paths to Early Childhood Professionalisation? The Case of Bhutan
Contributor(s): Sims, Margaret  (author)orcid ; Pedey, Karma (author)
Publication Date: 2015
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Abstract: There have been repeated calls for early childhood, within Australia and internationally, to become professionalised. In Australia this often advocated in order to address disparities of status, pay, and conditions between early childhood and primary/secondary teachers. However, there are risks to the pursuit of professionalism through adherence to the education discourse. In particular, the education discourse reifies teaching and learning and problematises relationship and caring work. Much of the literature examining the professionalisation of early childhood comes from western nations, and there is little examination of the paths being travelled by early childhood in other nations. In this study a country with a very different national habitas to that of Australia, Bhutan, was chosen to explore the path taken to professionalisation in early childhood, operating on the assumption that the extreme case may offer different ways of perceiving and understanding the path to early childhood professionalisation.
Publication Type: Journal Article
Source of Publication: International Journal of Innovation and Research in Educational Sciences, 2(3), p. 218-226
Publisher: Timeline Publication Pvt Ltd
Place of Publication: Bhopal, India
ISSN: 2349-5219
Field of Research (FoR) 2008: 130102 Early Childhood Education (excl Maori)
Field of Research (FoR) 2020: 390302 Early childhood education
Socio-Economic Objective (SEO) 2008: 930501 Education and Training Systems Policies and Development
Socio-Economic Objective (SEO) 2020: 160205 Policies and development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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