Reading between the lines: An interpretative metaanalysis of ways early childhood educators negotiate discourses and subjectivities informing practice

Abstract

Considerable attention has been paid across international contexts to structural factors affecting the sustainability of the early childhood workforce. While attention to these elements is vital, it can nevertheless overshadow less tangible elements that may contribute to, or assist in addressing, problems of workforce sustainability. In particular, an existing body of literature suggests that discourses and subjectivities play an important role in informing early childhood practice. In this article we report on an interpretative meta-analysis of 38 empirical studies from 9 countries, which are concerned with ways early childhood educators negotiate discourses and subjectivities informing early childhood practice. We found that early childhood educators participating in these empirical studies used a highly complex set of strategies to negotiate the relations of power that operate within and between discourses and subjectivities informing early childhood practice. We conclude that understanding more about ways early childhood educators negotiate discourses and subjectivities has the potential to inform efforts to address problems of workforce sustainability, and is worthy of further study.