Educator perceptions of early learning environments as places for privileging social justice in rural and remote communities
Article
Article Title | Educator perceptions of early learning environments as places for privileging social justice in rural and remote communities |
---|---|
ERA Journal ID | 200411 |
Article Category | Article |
Authors | Christopher, Vicki (Author), Turner, Michelle (Author) and Green, Nicole (Author) |
Journal Title | Education Sciences |
Journal Citation | 12 (1) |
Article Number | 40 |
Number of Pages | 13 |
Year | 2022 |
Publisher | MDPI AG |
Place of Publication | Switzerland |
ISSN | 2227-7102 |
Digital Object Identifier (DOI) | https://doi.org/10.3390/educsci12010040 |
Web Address (URL) | https://www.mdpi.com/2227-7102/12/1/40 |
Abstract | Early childhood education and care (ECEC) in Australia has long been associated with the concept of social justice, however, a clear understanding of what it looks like across diverse services and communities is not available. This article reports the process of inquiry, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the state of Queensland. Data were collected through individual semi-structured interviews with five educators from rural and remote settings identified as areas experiencing significant growth in population diversity. An initial thematic analysis of the data revealed three key themes. A secondary analysis using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The research is important in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying future research possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning. |
Keywords | social justice; early childhood; rural and remote; space and place |
ANZSRC Field of Research 2020 | 390302. Early childhood education |
Byline Affiliations | School of Education |
Open access url | https://www.mdpi.com/2227-7102/12/1/40 |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q7090/educator-perceptions-of-early-learning-environments-as-places-for-privileging-social-justice-in-rural-and-remote-communities
Download files
118
total views47
total downloads0
views this month0
downloads this month
Export as
Related outputs
Explore the efficacy of eKindy: Building capacity and supporting positive learning outcomes for children: Final Report
Brown, Alice, Turner, Michelle and Kimber, Megan. 2023. Explore the efficacy of eKindy: Building capacity and supporting positive learning outcomes for children: Final Report. Australia. University of Southern Queensland.Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond
Fanshawe, Melissa, Mandarakas, Monique, Cain, Melissa, Turner, Michelle, White, Marie, Oddoux, Marie, Angelier, Marc and Havgaard, Per. 2023. "Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond." Barton, Georgina and Garvis, Susanne (ed.) Kinaesthetic Learning in Early Childhood: Exploring Theory and Practice for Educators. United States. Routledge. pp. 113-136'What about us?' Wellbeing of higher education librarians
Carter, Susan, Andersen, Cecily, Turner, Michelle and Gaunt, Lorraine. 2023. "'What about us?' Wellbeing of higher education librarians." The Journal of Academic Librarianship. 49 (1). https://doi.org/10.1016/j.acalib.2022.102619Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices
Tualaulelei, Eseta and Green, Nicole Catherine. 2022. "Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices." Journal for Multicultural Education. 16 (5), pp. 430-442. https://doi.org/10.1108/JME-12-2021-0225Reimagining young children's involvement in research: Framing an approach for capturing child voice
Christopher, Vicki. 2022. "Reimagining young children's involvement in research: Framing an approach for capturing child voice." ICSEI Virtual Congress 2022. Virtual Norway.Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships
Boyd, Wendy, Green, Nicole C. and Jovanovic, Jessie. 2021. Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships. Cambridge, United Kingdom. Cambridge University Press.Vulnerability: An uncomfortable means to a positive place
Green, Nicole, Stewart, Cherry and Wolodko, Brenda. 2018. "Vulnerability: An uncomfortable means to a positive place." Black, Alison L. and Garvis, Susanne (ed.) Women activating agency in academia : metaphors, manifesto and memoir. London, United Kingdom. Routledge. pp. 145-156A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia
Green, Nicole C., Christopher, Vicki and Turner, Michelle. 2022. "A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia." Australian Journal of Teacher Education. 47 (5), pp. 15-32. https://doi.org/10.14221/ajte.2022v47n5.2Children as active research participants: a review of research methodologies with children
Christopher, Vicki. 2021. "Children as active research participants: a review of research methodologies with children." 14th Annual International Conference of Education, Research and Innovation (ICERI2021). Sevilla, Spain 08 - 09 Nov 2021![](/~234/dnn/default-thumbnail.png)