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Are We All Travelling Similar Paths to Early Childhood Professionalisation? The Case of Bhutan

Select Volume / Issue:

• Vol. 2 Issue 3, May 2015

Year:

2015

Type of Publication:

Article

Keywords:

Professionalisation, Care Education Dichotomy, Bhutan, Case Study

Authors:

• Sims, Prof. Margaret
• Pedey, Ms Karma

Journal:

IJIRES

Volume:

2

Number:

3

Pages:

218-226

Month:

May

BibTex:

@article{301, author = "Prof. Margaret Sims and Ms Karma Pedey", abstract = "There have been repeated calls for early childhood, within Australia and internationally, to become professionalised. In Australia this often advocated in order to address disparities of status, pay, and conditions between early childhood and primary/secondary teachers. However, there are risks to the pursuit of professionalism through adherence to the education discourse. In particular, the education discourse reifies teaching and learning and problematises relationship and caring work. Much of the literature examining the professionalisation of early childhood comes from western nations, and there is little examination of the paths being travelled by early childhood in other nations. In this study a country with a very different national habitas to that of Australia, Bhutan, was chosen to explore the path taken to professionalisation in early childhood, operating on the assumption that the extreme case may offer different ways of perceiving and understanding the path to early childhood professionalisation.", journal = "IJIRES", keywords = "Professionalisation, Care Education Dichotomy, Bhutan, Case Study", month = "May", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "3", pages = "218-226", title = "{A}re {W}e {A}ll {T}ravelling {S}imilar {P}aths to {E}arly {C}hildhood {P}rofessionalisation? {T}he {C}ase of {B}hutan", volume = "2", year = "2015", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

There have been repeated calls for early childhood, within Australia and internationally, to become professionalised. In Australia this often advocated in order to address disparities of status, pay, and conditions between early childhood and primary/secondary teachers. However, there are risks to the pursuit of professionalism through adherence to the education discourse. In particular, the education discourse reifies teaching and learning and problematises relationship and caring work. Much of the literature examining the professionalisation of early childhood comes from western nations, and there is little examination of the paths being travelled by early childhood in other nations. In this study a country with a very different national habitas to that of Australia, Bhutan, was chosen to explore the path taken to professionalisation in early childhood, operating on the assumption that the extreme case may offer different ways of perceiving and understanding the path to early childhood professionalisation.

Full text: IJIRES_301_Final.pdf Online version [Bibtex]