Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand.

      Kamenarac, Olivera
      Thumbnail
      Files
      Buiness managers in children's playground.pdf
      Accepted version, 251.3Kb
      DOI
       10.1177/1463949121989362
      Link
       doi-org.ezproxy.waikato.ac.nz
      Find in your library  
      Citation
      Export citation
      Kamenarac, O. (2021). Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand. Contemporary Issues in Early Childhood, 1–13. https://doi.org/10.1177/1463949121989362
      Permanent Research Commons link: https://hdl.handle.net/10289/14311
      Abstract
      The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.
      Date
      2021
      Type
      Journal Article
      Publisher
      Sage
      Rights
      This is an author’s accepted version of an article published in Contemporary issues in early childhood. © 2021 The authors.
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

      Downloads, last 12 months
      162
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement