By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.
Chapter 11: Colliding Discourses: Negotiating Spaces to Enact Pedagogy as an Ethical Encounter
Colliding Discourses: Negotiating Spaces to Enact Pedagogy as an Ethical Encounter
This is the story of our work as teacher educators and curriculum developers. Although our story is local and particular, it raises questions of common interest regarding, on the one hand, a discourse which encourages the production of the child as developmental subject and educators as technicians and a counter discourse which frames educators as action researchers, theory builders, curriculum makers and public intellectuals. We focus on the ways in which these contradictory discourses – both of which have been authorized by the New Brunswick provincial government (GNB) – create tensions in the lives of childcare educators, positioning them in untenable situations ...