Equity and educators enacting The Australian Early Years Learning Framework

Susan Jane Grieshaber, Linda Graham

Research output: Contribution to journalArticleResearchpeer-review

9 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

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