ORCID Profile
0000-0002-9302-2035
Current Organisation
University of South Australia
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Science and Business Media LLC
Date: 11-01-2022
Publisher: SAGE Publications
Date: 30-07-2020
Abstract: The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities in a range of erse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic.
Publisher: Springer Nature Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 11-12-2016
Publisher: Informa UK Limited
Date: 03-2009
Publisher: Informa UK Limited
Date: 21-03-2016
Publisher: Informa UK Limited
Date: 08-02-2020
Publisher: SAGE Publications
Date: 2014
DOI: 10.2304/CIEC.2014.15.3.217
Abstract: Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This analysis identifies two discourses (the discourse of professionalism and the discourse of the caregiver), bringing to light the discursive tensions that existed within this context, and examines how dominate discourses construct a double bind that leaves preschool teachers with conflicting identities as they navigate professional expectations.
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Springer Science and Business Media LLC
Date: 13-07-2023
DOI: 10.1007/S13158-023-00364-Z
Abstract: This article addresses children living and learning under difficult circumstances by problematising taken-for-granted views of what counts as learning and school readiness that perpetuate deficit views of children who have been impacted by forced migration. Drawing from a larger study focused on exploring how early childhood teachers re-design their pedagogy in culturally responsive ways, this article presents the findings of one team who shifted their views about a group of children impacted by forced migration who resisted planned learning experiences. The analysis focuses on how an assemblage of knowledge, actors, expressions and experiences came together to constitute children’s play and digital worlds as matter(ing) in teachers’ planning and pedagogy and teachers’ planning and pedagogy as matter(ing) in children’s play, demonstrating how children and their mediators of learning re-imagined their repertoires, identities and agencies to co-construct meaningful learning.
Publisher: SAGE Publications
Date: 20-05-2018
Abstract: This article explores the lived and sometimes clandestine professional experiences of early childhood teachers who exist within contexts where dominant discourses of professional are competing with teacher’s own understandings of their professional identities. Cultural models theory is used to shed light on the secrete and undercover work of public preschool teachers as they resist the prevailing managerial discourse and assert their understandings of their professional identities behind the closed doors of their classrooms.
Publisher: Informa UK Limited
Date: 12-05-2021
No related grants have been discovered for Jamie Sisson.