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Irreconcilable knowledges?: A way forward

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posted on 2024-02-22, 02:41 authored by Susan GrieshaberSusan Grieshaber, Kate Highfield, Adam Duncan, Cathrine Neilsen-Hewett
This article considers the realm of knowledge in early childhood education (ECE); what knowledge is valued, and how different types of knowledge position children and educators. To this end, two different examples of practice informed by different types of knowledge are provided: one from an educator working in a long day care service (Duncan) and a second, a national assessment of young children’s development, the Australian Early Development Census (AEDC). The two examples reflect practices that one might see in Australian ECE settings, and due to governance and regulations, both illustrations could be evident in the same context. Using a dialogic approach we provide an insight into the requirements of the everyday work of educators and the disparate and often irreconcilable understandings of knowledge that inform their everyday work. We conclude with some suggestions for more equitable approaches and identify some of the challenges of attempting to do this.

History

Publication Date

2024-03-01

Journal

Australasian Journal of Early Childhood

Volume

49

Issue

1

Pagination

12p. (p. 5-16)

Publisher

SAGE Publications

ISSN

1836-9391

Rights Statement

© The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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