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Details van artikel 3 van 11 gevonden artikelen
| Titel: |
Constructing identities: Being a “Mother” and being a “Teacher” during the experience of starting childcare |
| Auteur: |
Dalli, Carmen |
| Verschenen in: |
European early childhood education research journal |
| Paginering: | Jaargang 10 (2002) nr. 2 pagina's 85-101 |
| Jaar: |
2002 |
| Inhoud: |
This paper presents deconstructivist analyses of data from 5 qualitative case studies of the experience of starting childcare. It argues that both mothers and teachers defined their roles in the children's experience of starting childcare, and their relationships with each other and with the children, against the background of dominant societal discourses about motherhood and early childhood teaching. For the mothers, this emerged as they attempted to negotiate their position on the dilemma of 'ideal motherhood versus childcare'. For the teachers, this emerged as they expressed their role as subsidiary to that of the mothers. The paradox emerged that while the teachers spoke about themselves as less powerful than the mothers in influencing the children's experiences of starting childcare, observational data suggested that the children's experiences were ones in which they learnt to “fit in” with their teachers' expectations of how the experience would unfold. This paper explores this paradox and discusses how it is related to the construction of mothers' and teachers' identities during the shared care experience of starting childcare. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 11 gevonden artikelen
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