Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism.
- Published in:
- 2021
- By:
- Publication type:
- Editorial
Works matching IS 14782103 AND DT 2021 AND VI 19 AND IP 4
Results: 7
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Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 438, doi. 10.1177/14782103211001638
- By:
- Publication type:
- Article
3
Acts of pedagogical resistance: Marking out an ethical boundary against human technologies.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 478, doi. 10.1177/1478210320976978
- By:
- Publication type:
- Article
4
Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 406, doi. 10.1177/1478210320976015
- By:
- Publication type:
- Article
5
One ring to rule them all? Locating discourse in Aotearoa New Zealand early childhood education curriculum.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 424, doi. 10.1177/1478210320973122
- By:
- Publication type:
- Article
6
Professional linkages at the transition to school: Boundaries and linked ecologies.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 459, doi. 10.1177/1478210320973116
- By:
- Publication type:
- Article
7
Reimagining teacher subjectivity in Pacific early childhood education in New Zealand.
- Published in:
- Policy Futures in Education, 2021, v. 19, n. 4, p. 493, doi. 10.1177/1478210320960890
- By:
- Publication type:
- Article