In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good
Book chapter
Osgood, J. 2021. In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good. in: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK Switzerland Springer.
Chapter title | In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good |
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Authors | Osgood, J. |
Abstract | This chapter attends to a critical analysis of the ways in which the early childhood education workforce in England experiences a series of fundamental social injustices. Through a decade or more of research framed by a concern with social justice the ways in which government policy and therefore public discourse frames the workforce has been addressed. This body of research revealed that the workforce is presented as holding a contradictory position: as both saviour of society and shambolic. This troubling construction, which continues to persist, has provided the justification for endless national strategic plans and workforce remodelling projects. The ECE has undergone unprecedented reform for over 20 years and during that time structural injustices (i.e. low status, poor pay and unfavourable working conditions) persist. However, this highly gendered and classed workforce maintains its commitment to the youngest children (their families and local communities), and it is through increased education that this workforce has found creative ways in which to circumvent and rework neoliberal apparatuses (curriculum diktats, inspection regimes and other accountability measures) to ensure that it contributes to the public good through practices of worldly justice. |
Research Group | Centre for Education Research and Scholarship (CERS) |
Book title | Educational Research for Social Justice: Evidence and Practice from the UK |
Editors | Ross, A. |
Publisher | Springer |
Place of publication | Switzerland |
Series | Education Science, Evidence, and the Public Good (EDUS) |
ISBN | |
Hardcover | 9783030625719 |
Paperback | 9783030625740 |
Electronic | 9783030625726 |
Publication dates | |
Online | 23 Jun 2021 |
01 Dec 2021 | |
Publication process dates | |
Deposited | 17 Feb 2022 |
Accepted | 14 Mar 2021 |
Output status | Published |
Accepted author manuscript | |
Copyright Statement | This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/978-3-030-62572-6_8 |
Additional information | Series ISSN: 2524-8421 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-030-62572-6_8 |
Language | English |
https://repository.mdx.ac.uk/item/89qx5
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