Contesting early childhood professional identities: A cross-national discussion

Sonja Arndt, Mathias Urban, Colette Murray, Kylie Smith, Elizabeth Swadener, Tomas Ellegaard

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘divide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice.

Original languageEnglish (US)
Pages (from-to)97-116
Number of pages20
JournalContemporary Issues in Early Childhood
Volume19
Issue number2
DOIs
StatePublished - Jun 1 2018

Fingerprint

childhood
Education
United Nations
Denmark
Politics
Consciousness
New Zealand
Ireland
Curriculum
deprofessionalization
political consciousness
World Bank
OECD
subjectivity
corporation
education
conversation
curriculum
politics
teacher

Keywords

  • Collectivism
  • identity
  • neo-liberalism
  • professionalism

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Contesting early childhood professional identities : A cross-national discussion. / Arndt, Sonja; Urban, Mathias; Murray, Colette; Smith, Kylie; Swadener, Elizabeth; Ellegaard, Tomas.

In: Contemporary Issues in Early Childhood, Vol. 19, No. 2, 01.06.2018, p. 97-116.

Research output: Contribution to journalArticle

Arndt, Sonja ; Urban, Mathias ; Murray, Colette ; Smith, Kylie ; Swadener, Elizabeth ; Ellegaard, Tomas. / Contesting early childhood professional identities : A cross-national discussion. In: Contemporary Issues in Early Childhood. 2018 ; Vol. 19, No. 2. pp. 97-116.
@article{f9aab29b199441238d7d44240800ad25,
title = "Contesting early childhood professional identities: A cross-national discussion",
abstract = "In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘divide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice.",
keywords = "Collectivism, identity, neo-liberalism, professionalism",
author = "Sonja Arndt and Mathias Urban and Colette Murray and Kylie Smith and Elizabeth Swadener and Tomas Ellegaard",
year = "2018",
month = "6",
day = "1",
doi = "10.1177/1463949118768356",
language = "English (US)",
volume = "19",
pages = "97--116",
journal = "Contemporary Issues in Early Childhood",
issn = "1463-9491",
publisher = "Triangle Journals Ltd.",
number = "2",

}

TY - JOUR

T1 - Contesting early childhood professional identities

T2 - A cross-national discussion

AU - Arndt, Sonja

AU - Urban, Mathias

AU - Murray, Colette

AU - Smith, Kylie

AU - Swadener, Elizabeth

AU - Ellegaard, Tomas

PY - 2018/6/1

Y1 - 2018/6/1

N2 - In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘divide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice.

AB - In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘divide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice.

KW - Collectivism

KW - identity

KW - neo-liberalism

KW - professionalism

UR - http://www.scopus.com/inward/record.url?scp=85048823154&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85048823154&partnerID=8YFLogxK

U2 - 10.1177/1463949118768356

DO - 10.1177/1463949118768356

M3 - Article

AN - SCOPUS:85048823154

VL - 19

SP - 97

EP - 116

JO - Contemporary Issues in Early Childhood

JF - Contemporary Issues in Early Childhood

SN - 1463-9491

IS - 2

ER -