Recent years have seen international and national policy intensification in early childhood education (ECE). This has manifested in multiple ways, including the design and implementation of increasingly prescriptive curricular policies. Against this backdrop some early educators are pushing back. Drawing on work from their recent enquiries and doctoral studies, the authors surface less visible pockets of resistance, highlighting actions taken ‘under the radar’ which respond to such policy demands Taking the form of a dialogue between two ECE researchers, this paper explores the actions of a number of educators who found subversive ways to circumvent, mediate and disrupt demands upon them. These multiple, ‘below the surface’ subversions and resistances illustrate ethical pedagogical decision-making in action.
|Type||Magazine article in Forum: for comprehensive education|
|Media of output||Online|
|Number of pages||9|
|Publication status||Published - 7 Jul 2022|
- early childhood education
- dominant narratives