Abstract
This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.
| Original language | English |
|---|---|
| Number of pages | 17 |
| Journal | Journal of Education Policy |
| DOIs | |
| Publication status | Accepted/In press - 2019 |
Keywords
- Early Childhood Education (ECE)
- responsibilisation
- rhetorical analysis
- Workforce reform
Cite this
}
Problematising policies for workforce reform in early childhood education : a rhetorical analysis of England’s Early Years Teacher Status. / Kay, Louise; Wood, Elizabeth; Nuttall, Joce; Henderson, Linda.
In: Journal of Education Policy, 2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Problematising policies for workforce reform in early childhood education
T2 - a rhetorical analysis of England’s Early Years Teacher Status
AU - Kay, Louise
AU - Wood, Elizabeth
AU - Nuttall, Joce
AU - Henderson, Linda
PY - 2019
Y1 - 2019
N2 - This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.
AB - This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.
KW - Early Childhood Education (ECE)
KW - responsibilisation
KW - rhetorical analysis
KW - Workforce reform
UR - http://www.scopus.com/inward/record.url?scp=85068621469&partnerID=8YFLogxK
U2 - 10.1080/02680939.2019.1637546
DO - 10.1080/02680939.2019.1637546
M3 - Article
JO - Journal of Education Policy
JF - Journal of Education Policy
SN - 0268-0939
ER -