Partial and incomplete voices: the political and three early childhood teachers' learning

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

The early childhood-school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school. Using lyric poetry as a method of data (re)presentation, the paper argues this method allowed for multiple layers of politics within this context to emerge. Because of this, a more nuanced account of the early childhood-school relationship is uncovered. The paper concludes by arguing that this method offers the possibility of narrating participatory action research in a powerful and respectful form.
Original languageEnglish
Pages (from-to)21-38
Number of pages18
JournalEducational Action Research
Volume22
Issue number1
DOIs
Publication statusPublished - 2014
Externally publishedYes

Keywords

  • participatory action research
  • qualitative data analysis
  • experimental writing
  • micro-politics
  • teacher learning
  • early childhood education

Cite this