Professionalism and performativity: the feminist challenge facing early years practitioners

Osgood, Jayne ORCID: https://orcid.org/0000-0001-9424-8602 (2006) Professionalism and performativity: the feminist challenge facing early years practitioners. Early Years: an International Research Journal, 26 (2) . pp. 187-199. ISSN 0957-5146 [Article] (doi:10.1080/09575140600759997)

Abstract

In this discussion paper, I seek to understand the complex interaction between notions of ‘professionalism’ and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which ‘teacher professionalism’ is constructed by government and how this transcends into a ‘discourse of derision’, which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years.

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