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Discourses of the good early childhood educator in professional training: Reproducing marginality or working toward social change.

机译：专业培训中的优秀幼儿教育者的话语：再现边缘或致力于社会变革。

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摘要

In Ontario, a significant number of women care for and educate young children in early childhood education settings. This workforce is characterized as marginalized and part of a secondary labour market. The workers who receive professional training are subject to pedagogical discourses of the good early childhood educator (ECE). This dissertation employs a critical and feminist standpoint theoretical framework to analyze these discourses and to explain how they produce and prepare the female ECE graduate to work in a stratified gendered, educational labour market. Using qualitative methods, discourses of the good ECE were located in triangulated data-sources that make up the key components of a college training program: a selection of textbooks from 1971 to 2003; interviews with ECE instructors; and student assignments collected over a two-year period.; The study found that discourses of the good ECE contribute to the formation of an ideological category of female worker who serves the state's modernist project. Several features of the discourses work in conjunction to reproduce a particular ECE identity and a marginalized social position. First, the discourses limit the range of ECE qualities to those deemed feminine and devalued. Second, the discourses are operationalized in an individual adult-child relationship in which the female adult is considered marginally social, active and competent in contrast to the child's central social activities and competencies. Third, the discourses produce an ECE graduate from a minority racial and ethnic background who is further marginalized upon entry into the workforce because she is viewed as less competent in acquiring good ECE discourses. Finally, the discourses require the ECE graduate to intensify her caring responsibilities and commitment in spite of poor working conditions.; Graduates then draw upon pedagogical discourses to construct a professional identity that historically has been a barrier to any shift in their own and others' perceptions of ECE and women's work. The dissertation concludes by presenting alternative pedagogical discourses that take into account the real and everyday experiences of working with young children. These discourses can potentially initiate changes in ECE identity formation, social relations and arrangements within a marginalized occupation.
机译：在安大略省，大量妇女在幼儿教育环境中照顾和教育幼儿。该劳动力的特征是边缘化，是二级劳动力市场的一部分。接受过专业培训的工人必须接受良好的幼儿教育者（ECE）的教学论断。本文运用批判和女权主义的观点理论框架来分析这些话语，并解释它们如何产生和培养女性欧洲经委会毕业生在分层的性别，教育劳动力市场中工作。使用定性方法，将良好的ECE话语置于三角数据源中，这些数据源构成了大学培训计划的关键组成部分：1971年至2003年精选的教科书；与欧洲经委会讲师的访谈；以及为期两年的学生作业。研究发现，良好的欧洲经委会话语有助于形成为国家的现代主义项目服务的女工的意识形态范畴。话语的几个特征共同作用以再现特定的ECE身份和边缘化的社会地位。首先，论述将欧洲经委会质量的范围限制为被认为是女性的和贬低的。其次，这些话语是在成年的个人与孩子的关系中进行的，在这种关系中，与孩子的主要社交活动和能力相比，成年女性被认为是社会，活跃和有能力的。第三，这些话语产生了具有少数种族和族裔背景的欧洲经委会毕业生，这些人在进入劳动力市场时被进一步边缘化，因为她被认为没有能力获得良好的欧洲经委会话语。最后，这些话语要求欧洲经委会毕业生尽管工作条件恶劣也要加重她的关怀责任和承诺。然后，毕业生利用教学方法来构建职业身份，从历史上看，职业身份一直是他们自己和他人对欧洲经委会和妇女工作观念的任何转变的障碍。本文的结尾是提出了替代性的教学方法，这些方法考虑了与幼儿一起工作的真实和日常经验。这些话语可能会引发边缘化职业中欧洲经委会身份形成，社会关系和安排的变化。

著录项

  • 作者

    Langford, Rachel.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Education Early Childhood.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 300 p.
  • 总页数 300
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 学前教育、幼儿教育;教师;
  • 关键词

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