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|Title:||Are We All Travelling Similar Paths to Early Childhood Professionalisation? The Case of Bhutan||Contributor(s):||Sims, Margaret (author) ; Pedey, Karma (author)||Publication Date:||2015||Handle Link:||https://hdl.handle.net/1959.11/17562||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||Other Links:||http://www.ijires.org/index.php/issues?view=publication&task=show&id=85||Statistics to Oct 2018:||Visitors: 321|
|Appears in Collections:||Journal Article|
School of Education
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