Show simple item record

dc.contributor.authorEbrahim, H. B.
dc.date.accessioned2016-06-14T09:28:10Z
dc.date.available2016-06-14T09:28:10Z
dc.date.issued2010
dc.identifier.citationEbrahim, H. B. (2010). Dominant discourses of teachers in early childhood education. Perspectives in Education, 28(4), 80-88.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/2869
dc.description.abstractThis article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and conversations. The shared discourses of biology, development and difference are discussed. The findings show that teachers unproblematically use dominant discourses which narrow possibilities for them to understand children. This in turn limits their capacity for shaping contextually relevant practice. The article concludes with a brief discussion on worthy areas to focus on in order to map a way forward for developing the skills and capacity of teachers in ECE.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectEarly childhood educationen_ZA
dc.subjectTeachersen_ZA
dc.subjectDiscoursesen_ZA
dc.subjectYoung childrenen_ZA
dc.subjectCentre-based provisionen_ZA
dc.titleDominant discourses of teachers in early childhood educationen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record