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dc.contributor.authorKamenarac, Oliveraen_NZ
dc.date.accessioned2021-03-28T22:41:23Z
dc.date.available2021-03-28T22:41:23Z
dc.date.issued2021en_NZ
dc.identifier.citationKamenarac, O. (2021). Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2021.1892602en
dc.identifier.urihttps://hdl.handle.net/10289/14207
dc.description.abstractOver the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key a country's future social and economic development (Heckman 2000). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013; Brown et al. 2018; Pupala, Kascak, and Tesar 2016). This article problematises constructions of 'expert teachers' and 'vulnerable children', which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move its purpose away from the idea of collective democracy (Dewey 1976). Keywords: teacher identities; New Zealand early childhood education; early childhood policies and politics; discourses of vulnerability; poststructural perspectivesen_NZ
dc.language.isoen
dc.publisherTaylor & Francisen_NZ
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 28 February 2021, available online: http://www.tandfonline.com/10.1080/09669760.2021.1892602
dc.subjectteacher identitiesen_NZ
dc.subjectpoststructural perspectivesen_NZ
dc.subjectdiscourses of vulnerabilityen_NZ
dc.subjectNew Zealand early childhood education; early childhood policies and politicsen_NZ
dc.titleProblematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhooden_NZ
dc.typeJournal Article
dc.identifier.doi10.1080/09669760.2021.1892602en_NZ
dc.relation.isPartOfInternational Journal of Early Years Educationen_NZ
pubs.begin-page1
pubs.elements-id259760
pubs.end-page16
pubs.publication-statusPublished onlineen_NZ
pubs.publisher-urlhttps://doi-org.ezproxy.waikato.ac.nz/10.1080/09669760.2021.1892602en_NZ


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