Equity and educators enacting The Australian Early Years Learning Framework

Susan Jane Grieshaber, Linda Graham

    Research output: Contribution to journalArticleResearchpeer-review

    14 Citations (Scopus)

    Abstract

    The mandated learning framework, Belonging, Being Becoming: The Early Years Learning Framework for Australia is part of a suite of reforms currently being undertaken in early childhood education in Australia. All educators working in direct contact with young children from birth to the age of five are required to use the Framework or an approved alternative. The reforms are aimed at achieving higher quality and greater equity of early childhood education throughout Australia. This article contemplates the equity of the Framework when the workforce required to use it is diverse and ranges from those who are degree, associate or diploma qualified, to becoming qualified. It considers the implicit construct of the ideal professional practitioner in the policy and the social justice effects of the policy. The article concludes that political concerns about a certain group of educators have been reduced to matters of technical efficiency and that as a consequence, the values of social justice and equity for this group have been subsumed to align with dominant economic imperatives.
    Original languageEnglish
    Pages (from-to)89-103
    Number of pages15
    JournalCritical Studies in Education
    Volume58
    Issue number1
    DOIs
    Publication statusPublished - 2017

    Keywords

    • early years
    • equity
    • policy
    • qualifications
    • workforce

    Cite this