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Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC)

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Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC). / Mikuska, Eva; Fairchild, Nicola.

In: Global Education Review, Vol. 7, No. 2, 30.06.2020, p. 75-89.

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@article{ea09a908fdb54103a7848e582d42fe06,
title = "Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC)",
abstract = "Technocratic accountability, which is impacting on ECEC practices in England, is where the government favours evidence-based knowledge to work with children. As a result, the emotional aspect of ECEC work and emotional labour have become increasingly complex and are sometimes unrecognised. In this paper we the importance of more relational, connected and embodied ways to work with young children. Analysing qualitative semi-structured interview data from two projects, we focus on emotional labour which is interpreted with poststructuralist and posthuman affect theory. The resultant analysis allows us to reconsider knowledge-making practices in ECEC and challenge existing Cartesian dualistic thinking which separates {\textquoteleft}care{\textquoteright} and {\textquoteleft}education{\textquoteright}. Data from the first project sees us analyse narratives from ECEC practitioners highlighting the relationship between government policies and dominant discourses. The second project notes entanglements with human and other-than-human bodies enacted with affect theory which reveals embodied other-than-human productions of emotional labour generating alternative ways to explore ECEC work. By engaging with these two theoretical and conceptual positions we offer a different perspective to consider ECEC professional knowledge(s) and reveal the ways these can shed an alternative light on professional practice.",
keywords = "ECEC, emotional labour, poststructuralism, posthuman affect, relationality, knowledge-production",
author = "Eva Mikuska and Nicola Fairchild",
note = "Article does not have a DOI.",
year = "2020",
month = jun,
day = "30",
language = "English",
volume = "7",
pages = "75--89",
journal = "Global Education Review",
issn = "2325-663X",
publisher = "School of Education, Mercy College",
number = "2",

}

RIS

TY - JOUR

T1 - Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC)

AU - Mikuska, Eva

AU - Fairchild, Nicola

N1 - Article does not have a DOI.

PY - 2020/6/30

Y1 - 2020/6/30

N2 - Technocratic accountability, which is impacting on ECEC practices in England, is where the government favours evidence-based knowledge to work with children. As a result, the emotional aspect of ECEC work and emotional labour have become increasingly complex and are sometimes unrecognised. In this paper we the importance of more relational, connected and embodied ways to work with young children. Analysing qualitative semi-structured interview data from two projects, we focus on emotional labour which is interpreted with poststructuralist and posthuman affect theory. The resultant analysis allows us to reconsider knowledge-making practices in ECEC and challenge existing Cartesian dualistic thinking which separates ‘care’ and ‘education’. Data from the first project sees us analyse narratives from ECEC practitioners highlighting the relationship between government policies and dominant discourses. The second project notes entanglements with human and other-than-human bodies enacted with affect theory which reveals embodied other-than-human productions of emotional labour generating alternative ways to explore ECEC work. By engaging with these two theoretical and conceptual positions we offer a different perspective to consider ECEC professional knowledge(s) and reveal the ways these can shed an alternative light on professional practice.

AB - Technocratic accountability, which is impacting on ECEC practices in England, is where the government favours evidence-based knowledge to work with children. As a result, the emotional aspect of ECEC work and emotional labour have become increasingly complex and are sometimes unrecognised. In this paper we the importance of more relational, connected and embodied ways to work with young children. Analysing qualitative semi-structured interview data from two projects, we focus on emotional labour which is interpreted with poststructuralist and posthuman affect theory. The resultant analysis allows us to reconsider knowledge-making practices in ECEC and challenge existing Cartesian dualistic thinking which separates ‘care’ and ‘education’. Data from the first project sees us analyse narratives from ECEC practitioners highlighting the relationship between government policies and dominant discourses. The second project notes entanglements with human and other-than-human bodies enacted with affect theory which reveals embodied other-than-human productions of emotional labour generating alternative ways to explore ECEC work. By engaging with these two theoretical and conceptual positions we offer a different perspective to consider ECEC professional knowledge(s) and reveal the ways these can shed an alternative light on professional practice.

KW - ECEC

KW - emotional labour

KW - poststructuralism

KW - posthuman affect

KW - relationality

KW - knowledge-production

M3 - Article

VL - 7

SP - 75

EP - 89

JO - Global Education Review

JF - Global Education Review

SN - 2325-663X

IS - 2

ER -

ID: 18907099