Interrogating Societal Valuations of Childcare Work Through Educators' Ways of Knowing

• In Event: Marriott Roundtable Session 29
  In Roundtable Session: Feminist Teaching: Interrupting Gendered Binaries in the Early Childhood Workforce

Abstract

Given that feminist pedagogy repositions the traits that presumably marginalize women as strengths, we consider the alternative perspectives that early childhood educators bring to the broader field of education and to normative views of early childhood. Two life stories projects with eight educators were conducted involving multiple forms of data collection: 10 in-depth focus group sessions, and collections of written pieces and personal documents, artifacts and creative works. Analyses revealed three main themes: 1) internal conflict about choosing to be a childcare educator, 2) living with the educator’s public image, and 3) defending the value of care. The project has the potential to improve recognition for early childhood educators and, in turn, contribute new narratives and new values to society.

Authors

• Sandra Chang-Kredl, Concordia University

• Katherine Pauls

• gala wilkie, Concordia University - Montreal