‘I’m strong within myself’: gender, class and emotional capital in childcare

Andrew, Yarrow

doi:10.1080/01425692.2013.835711

Cited by 28 publications

(15 citation statements)

References 35 publications

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“…While subjectivity may make staff feel more under pressure morally, the daily management of complex emotional relationships in ECEC practice leads to the development of critical skills as embodied capital (Bourdieu, 1986). This emotional capital enhances professional practice, enriches practitioners' enjoyment of the children, and promotes commitment to working in the sector (Andrew, 2015). ECEC practitioners are empowered by the 'potential opportunities to construct themselves as worthy, insightful, autonomous professionals' (Osgood, 2012: 14).…”

Section: The Subjectivity Of Ethics In Ecec Professional Practicementioning

confidence: 99%

Love as an act of resistance: Ethical subversion in early childhood professional practice in England

Morris

2020

Contemporary Issues in Early Childhood

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Challenging the conventional binary of morality and subversion as opposing forces, this article presents a new construct of ethical subversion in early childhood education and care professional practice. The conceptual framework combines constructs of emotional labour and care ethics, and theorising on power and subversive tactics. Text generated from focus group discussions and individual semi-structured interviews with graduate early childhood education and care practitioners provides the concrete corpus for Foucauldian discourse analysis. Critical analysis elucidates how, on the one hand, practitioners working in England experience ethical boundaries reflecting dominant discourses, while, on the other, they feel morally committed to care responsively even if it contravenes rule-based ethics. Ethical subversion is born from both reason and emotion: these are acts of loving disobedience by experienced practitioners who possess a deep understanding of risk and the critical implications of their rule-bending. Ethical subversion is relational and individualistic, supporting a care pedagogy focusing on the individual care needs of young children. Conceptualisation of ethical subversion raises important issues in the areas of ethics, management and professionalism: ethical subversion is constructed as a powerful phenomenon, with potential for effecting positive transformation in the lives of children and their families, while simultaneously augmenting constructs of professionalism in early childhood education and care in England.

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Section: The Subjectivity Of Ethics In Ecec Professional Practicementioning

confidence: 99%

Love as an act of resistance: Ethical subversion in early childhood professional practice in England

Morris

2020

Contemporary Issues in Early Childhood

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“…Reflexivity creates a frame for bringing attention to everyday practice and developing a capacity to interrogate, present, and defend one's own ideas (Magnuson et al, 2012). Some authors (Andrew, 2015;Taylor & White, 2001) have questioned the dimension of judgementunavoidable in social workand its moral and emotional implications: how do we develop our ideas, how do we bridge knowledge and feelings, values and actions, and what are the consequences?…”

Section: Self-reflexivity As a Feature Of The Microlevelmentioning

confidence: 99%

Systemic Reflexivity in Residential Child Care: A Pedagogical Frame to Empower Professional Competence

Formenti

Rigamonti

2020

IJCYFS

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This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.

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“…The possession of "emotional capital" (Nowotny, 1981) forms part of the "vocational habitus" (Colley, 2006;Colley, James, Tedder and Diment, 2003) synonymous with the ECE sector. Emotional capital is an "embodied resource" (Andrew, 2015a) that is generated through the emotional labour usually associated with a maternal and caring role. The value of this type of capital beyond the immediate field has been brought into question (Skeggs, 2004), and for women, they can find themselves forfeiting their emotional capital in pursuit of cultural capital (Reay, 2004b).…”

Section: Theoretical Framework: Bourdieu's Conceptual Toolsmentioning

confidence: 99%

“…In this study, these factors were of similar significance. As Ogood (2012;2009), McGillivray (2008, Andrew (2015aAndrew ( , 2015b argue, there are dichotomous tensions that currently exist within the ECEC workforce. These tensions are concerned with the competing constructs of the historical caring, maternal and gendered workforce and/or a professional, degree educated and highly trained workforce (McGillivray, 2008:246).…”

Section: A Case Of Unconscious Reproduction?mentioning

confidence: 99%

Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion

Basford

2019

Education 3-13

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Recent workforce reform in England has sought to increase opportunities for practitioners who work outside the maintained (school) sector to gain graduate status. Whilst these opportunities have generally been welcomed within the sector, this has created dichotomous tensions for the ECEC workforce. The traditional construction of the ECEC practitioner assumes a lack of educational and social capital (Osgood, 2009). Its associated dispositions do not necessarily fit with the alternative construct of the Early Years Professional or Teacher who, through gaining educational capital in the form of a university degree, will be sufficiently equipped to enact the normative and performative discourses which dominate educational and social policy. These tensions serve as the focus for this study, which was concerned with examining how a group of graduate practitioners were endeavouring to broker their competing professional constructs within their own workplace. The research argues for the necessity to establish professional, relational spaces within and across the field of Early Years Education and Care in order to have a greater understanding of the value that all early years professionals can contribute to pedagogical practice.

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‘I’m strong within myself’: gender, class and emotional capital in childcare

Cited by 28 publications

References 35 publications

Love as an act of resistance: Ethical subversion in early childhood professional practice in England

Love as an act of resistance: Ethical subversion in early childhood professional practice in England

Systemic Reflexivity in Residential Child Care: A Pedagogical Frame to Empower Professional Competence

Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion

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