Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23078
Title: Becoming Critically Reflective About Early Childhood Education: Australian Educational Leaders Effecting Change as Street-Level Bureaucrats
Contributor(s): Waniganayake, Manjula (editor); Sims, Margaret  (author)orcid 
Publication Date: 2018
Handle Link: https://hdl.handle.net/1959.11/23078
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: 940105 Children's/Youth Services and Childcare
940104 Carers, Development and Welfare
Socio-Economic Objective (SEO) 2020: 230104 Children's services and childcare
230115 Youth services
230103 Carers' support
Abstract: The political landscape of the early childhood sector in Australia has undergone significant changes in the past few years whereby its workforce has been brought iuto compliance by stealth with national laws and regulations, curriculum frameworks, and quality assurance processes in unprecedented ways. Market-driven forces are impacting the work of early childhood educators demanding accountability and compliance. Prior to the 1990s, the early childhood sector was characterized by "nice ladies who love children" (Stonehouse, 1989). Today, driven by a market-oriented productivity agenda, early childhood education (ECE) is a highly regulated and managed sector where professional practice is subjected to external and internal scrutiny.
Publication Type: Book Chapter
Source of Publication: Handbook of International Perspectives on Early Childhood Education, p. 230-247
Publisher: Routledge
Place of Publication: New York, United States
ISBN: 9781138673038
9781315562193
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: https://nla.gov.au/anbd.bib-an61346085
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Editor: Editor(s): Jaipaul L Roopnarine, James E Johnson, Suzanne Flannery Quinn and Michael M Patte
Appears in Collections:Book Chapter
School of Education

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