Discursive tensions: Outcomes and rights in educators’ accounts of children’s relaxation

2020 ◽  
pp. 146394912098348
Author(s):  
Emma Cooke ◽  
Zhaoxi Zheng ◽  
Sandy Houen ◽  
Karen Thorpe ◽  
Andrew Clarke ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Care Policy ◽  
Childhood Education ◽  
Education And Care ◽  
Dominant Discourses ◽  
Rights Discourse

In early childhood education and care policy, there are two dominant discourses: ‘investment and outcomes’ and ‘children’s rights’. There is little research on how these discourses play out in educators’ accounts. In this article, the authors examine the case of discourse pertaining to children’s relaxation in early childhood education and care. They demonstrate that Australian relaxation policy for children in early childhood education and care constructs children as passive and incompetent subjects. Some educators reproduce early childhood education and care policy tensions by vacillating between investment-outcomes and children’s rights discourse in their accounts, while other educators deviate from the policy constructions and adopt children’s rights discourse.

scholarly journals Freedom of Speech on Children’s Right Setting Toward Prevention of Bullying in Early Childhood Education: A Literature Review of Decolonization Approach

2021 ◽  
Vol 2 (3) ◽  
pp. 250-260
Author(s):  
Insan Sheny Priyandita ◽  
Mubiar Agustin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Children's Rights ◽  
Freedom Of Speech ◽  
Educational Process ◽  
Children’S Rights ◽  
Free Expression ◽  
Childhood Education ◽  
Rights Of The Child

The discourse on freedom of speech, in particular when expressing an opinion on the provisions of the Rights of the Child, is often ignored by a trend of change in education that is too concentrated on the authoritarian educational process that prioritizes the success of academic learning rather than the socio-emotional success of children. It is important to communicate the experiences and feelings experienced by children, particularly bullying that occurs early in childhood. This research would examine the importance of free expression in children's rights to the prevention of bullying in early childhood through a decolonization approach. This study employed a literature review approach with a transformative paradigm which take a look at critical thoughts about children's rights, particularly freedom of speech that aims at preventing the bullying that occurs in early childhood. This study argued that the process of preventing bullying and even other negative behavior is effective when parents and teacher properly enforce the rights of children, especially freedom of speech. These results further illuminate the complexities faced by teachers in the application of free expression in early childhood education in daily life.

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

2020 ◽  
Vol 45 (4) ◽  
pp. 295-308
Author(s):  
Leanne Gibbs
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
High Quality ◽  
Complexity Leadership ◽  
Childhood Education ◽  
High Quality Education ◽  
Theory Of Practice ◽  
Practice Architectures

This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

Sign in / Sign up

Export Citation Format

Share Document