This study focused on understanding Early Care and Education (ECE) teachers’ professional identity negotiations at the intersection of their lived experiences as ECE teachers and the historicity of macro level changes currently occurring in ECE that include shifts in the “broader interlocking systems of economic, legal, political, media, and social power and classification” (Nunez, 2014, p. 89). I undertook a critical research approach that brought together a multilevel intersectional analysis within a Participatory Action Research (PAR) project with ECE teachers, and myself as a facilitator/participant/researcher. This study fills a gap in research in the field of ECE gives visibility to how the ECE teachers conceptualize and experience their work, and to how discourses, their workplace contexts, and the larger structures of the field of ECE and our society, interact with ECE teachers’ negotiation of their professional identities. The findings in this study make visible multiple ways ECE teacher participants’ claim their professionalism by resisting marginalizing discourses, and asserting the skillfulness and complexity of ECE teaching as a practice; how ECE teachers’ professional identities are deeply contextual; border crossing experiences that seemed to generate a sensitivity within participants for how power and values operate across the borders of different social contexts and for different multiple social identities, and informed their professional practices and identities; and how the current historicity of the broader interlocking systems of power in our society connect with the field of ECE, and with ECE teachers’ professional identity constructions and negotiations.
|Commitee:||Kroll, Linda R., Nava, Pedro|
|Department:||Education - Educational Leadership|
|School Location:||United States -- California|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Adult education, Teacher education|
|Keywords:||Border crossing, ECE teachers, Intersectionality, Practice of teaching, Professional identities, Professionalism|
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