Introduction: Reimagining ‘Childhood, Motherhood, Family and Community’

Osgood, Jayne; Henward, Allison Sterling

doi:10.3390/genealogy4020039

Cited by 1 publication

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The central positioning of the family and social relations is a timely question given that the COVID-19 pandemic prompts everyone to re-evaluate who they identify as belonging to their familial circle/social bubble. Osgood and Sterling Henward (2020) discuss what this might mean for the ECEC sector. Foucault (1991: 200) draws on Bentham’s panopticon to show how the regulatory gaze induces ‘in the inmate a state of conscious and permanent visibility that assures the automatic functioning of power’ and compliance, despite the possibility of its absence.…”

Section: The Politics Of Power In Educational Settingsmentioning

confidence: 99%

“…This neo-liberal/elite imaginary is in sharp contrast to an emancipatory view of an educator acting as a creative and critical interpreter and translator of policy. Public perceptions of ECEC workers are often connected to stereotypical images, such as the ‘substitute mother’ (Osgood and Sterling Henward, 2020) working within a private orbit. Osgood (2006a, 2006b, 2009) shows how this increased fragmentation considerably weakens the positioning of workers.…”

Section: Early Years Literaturementioning

confidence: 99%

See 1 more Smart Citation

Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

Simmie

Murphy

2021

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

show abstract

Section: The Politics Of Power In Educational Settingsmentioning

confidence: 99%