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The depoliticisation of professional development in Australian early childhood education

chapter
posted on 06.12.2020, 23:26 by Susan Grieshaber, Catherine Hamm
This chapter investigates a decolonising critical pedagogical approach as an alternative to technicist strategies. It uses information taken from a data snapshot of the professional development (PD) opportunities available to Australian early childhood educators through the websites of two organisations offering professional development. The ongoing professional learning of early childhood educators is one of the pillars of a systematic and integrated approach to early childhood education and care policy. The Freirean idea of overcoming problems in society to liberate human beings is appealing, but is tempered by the tension associated with the Freirean idea of revolution and what that might mean in the context of PD for Australian early childhood educators in 2020 and beyond. The concept of engaging with complexity is situated within reconceptualist narratives of early childhood education and foregrounds collaboration and critical reflection in everyday moments of teaching practice.

History

School

  • School of Education

Publication Date

28/09/2020

Book Title

Revisiting Paulo Freire's Pedagogy of the Oppressed: issues and challenges in early childhood education

Editors

Vandenbroeck M

Publisher

Routledge

Place of publication

London

Series

Contesting Early Childhood Series

Pagination

148-165

Rights Statement

The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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