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dc.contributor.authorKamenarac, Oliveraen_NZ
dc.coverage.spatialHosted Online by the University of Otago, New Zealanden_NZ
dc.date.accessioned2021-02-25T22:11:53Z
dc.date.available2021-02-25T22:11:53Z
dc.date.issued2021en_NZ
dc.identifier.citationKamenarac, O. (2021). Re-thinking ways of being a teacher and doing an early childhood project: A critical examination of discourses and identities in early childhood policies and practice. Presented at the Language and Society Conference, New Zelaand.en
dc.identifier.urihttps://hdl.handle.net/10289/14132
dc.description.abstractThe conference presentation draws on the author's recent study on how teacher professional identities have been re-constructed in response to shifting discourses in Aotearoa New Zealand early childhood (ECE) policies and practices (Kamenarac, 2019). Through the theoretical lens of feminist poststructuralists (Baxter, 2016; Weedon, 1997), it critically looks at the text of leading New Zealand ECE policies and interviews with early childhood teachers to examine the power of language as a constitutive force in producing particular ways of seeing the world (e.g. the purpose of ECE) and being a subject (i.e. a teacher, a child, a parent) in the world. The author employs a discourse-analysis approach (Bacchi, 2000; Gee, 2014; Kamenarac, 2019) to explore how meanings of the policy concepts, or, to put it another way, a translation of policy discourses, shifted in diverse institutional contexts, producing oppositional views of teachers' work, identities and relationships. By choosing consciously (or not) language and discourses to make sense of themselves and others, teachers positioned some groups of children and families as 'disempowered subjects', while construing themselves as 'catalysts for preventing vulnerability', narrowing views of the purpose of education in society. The author argues, to re-position themselves towards what it means to be advocate-activist teachers (Kamenarac, 2019b) and 'citizen scholars' (Giroux & Giroux, 2016) in the world, teachers need to critically look at discourses underpinning their ways of being and doing and deliberately construct identities and practices embedded in the ideas of socially just, democratic and equitable education and the world.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttps://events.waikato.ac.nz/__data/assets/pdf_file/0004/637744/Copy-of-NZLS-Programme-for-Language-and-Society-Conference-10-12-February-.pdf
dc.sourceLanguage and Society Conferenceen_NZ
dc.subjectteachers professional identitiesen_NZ
dc.subjectdiscoursesen_NZ
dc.subjectearly childhood policiesen_NZ
dc.subjectdiscourse analysisen_NZ
dc.titleRe-thinking ways of being a teacher and doing an early childhood project: A critical examination of discourses and identities in early childhood policies and practiceen_NZ
dc.typeConference Contribution
pubs.elements-id259468
pubs.finish-date2021-02-12en_NZ
pubs.place-of-publicationNew Zelaanden_NZ
pubs.publication-statusPublished onlineen_NZ
pubs.publisher-urlhttps://events.waikato.ac.nz/__data/assets/pdf_file/0004/637744/Copy-of-NZLS-Programme-for-Language-and-Society-Conference-10-12-February-.pdfen_NZ
pubs.start-date2021-02-10en_NZ


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