Critical narrative as a framework for professional border crossing in early childhood

Brown, Alice and Grigg, John (2017) Critical narrative as a framework for professional border crossing in early childhood. Contemporary Issues in Early Childhood, 18 (3). pp. 1-13.

Abstract

Early childhood educators are regularly confronted by dominant discourse, and the politics and pedagogy that are embedded in our practice. These critical incidents impact on our ability to respond proactively in our work as professionals. Engaging in a process of critical reflection from a poststructuralist perspective helps to disrupt deeply seated beliefs and assumptions, resist tensions of power and regulation, and increasing feelings of agency. This article offers educators a rationale for adopting such an approach, and presents a lens in which to view alternative discourses, and for thinking otherwise. The authors introduce a framework that includes a range of strategies that educators may choose to add to their armoury of tools from which to draw upon for unpacking and making sense of their experiences. An exemplar is offered to showcase engagement with these tools, including the use of critical narrative. Employing strategies and practices such as those outlined in this paper open up possibilities and potentiality of feeling more empowered as early childhood educators, and better equipped for giving voice to our thoughts, feelings of hope, and our potential as active agents.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: ArticleFirst version cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 16 Feb 2017 04:37
Last Modified: 21 Dec 2017 04:00
Uncontrolled Keywords: critical reflection, poststructuralism, critical narrative, early childhood educators
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1177/1463949116668097
URI: http://eprints.usq.edu.au/id/eprint/30133

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