Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29726
Title: Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators
Contributor(s): Rogers, Marg  (author)orcid ; Dovigo, Fabio (author); Doan, Laura (author)
Publication Date: 2020
Early Online Version: 2020-10-27
DOI: 10.1080/1350293X.2020.1836583
Handle Link: https://hdl.handle.net/1959.11/29726
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: 930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
Abstract: In most majority countries, early childhood educators' work occurs in a context increasingly dominated by neoliberal logic. A large body of literature emphasises that neoliberalism flourishes in society by fuelling mutual distrust and competition among people to pursue individual performance and material gain. This system has crept into education systems which were set up with very different philosophies, becoming an intrinsic part of educators' work, negatively affecting the educators and their image of themselves. Utilising a variety of qualitative methodologies, this paper reports on research projects undertaken in three countries that highlight some of the neoliberal barriers to quality early childhood education and care (ECEC). It also offers ways forward to support educators within this context.
Publication Type: Journal Article
Source of Publication: European Early Childhood Education Research Journal, 28(6), p. 806-822
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1752-1807
1350-293X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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