Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Research in Education Pub Date : 2022-12-21 DOI:10.37119/ojs2022.v28i1b.655

Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty

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引用次数: 1

Abstract

In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory. Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness

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大流行引发的“团结”:叙述加拿大ECEC的变化

在加拿大，多重的、交叉的、不可通约的叙述促进了对公共ECEC系统的投资。这些占主导地位的叙述通常是通过话语的纠缠来证明的，包括性别平等、殖民主义、发展主义、将儿童作为未来工人的投资，以及将儿童保育作为社会基础设施。随着COVID-19的出现，新的经济论点提出，ECEC是一项重要的服务，可以推动受到大流行破坏的经济。采用对话的方式，我们质疑在媒体和政策倡议中激增的主导叙事的效力，作为实现大规模变革的一种方式，我们寻求更好地理解ECEC的替代叙事。我们被这些空间所吸引，在那里，一系列新的文本和叙事正在产生变革的可能性。我们共同创造了一个关于变化的小故事(Taylor, 2020)的拼凑，同时牢记Eve Tuck (2018a)的变化理论和Elise Couture-Grondin(2018)的故事作为理论的前提。关键词:幼儿教育，政策，变革，COVID-19，殖民主义，同舟共济

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来源期刊

Research in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.