In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good

Osgood, Jayne ORCID logoORCID: (2021) In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good. In: Educational Research for Social Justice: Evidence and Practice from the UK. Ross, Alistair, ed. Education Science, Evidence, and the Public Good (EDUS), 1 . Springer, Switzerland, pp. 171-188. ISBN 9783030625719, pbk-ISBN 9783030625740, e-ISBN 9783030625726. [Book Section] (doi:10.1007/978-3-030-62572-6_8)

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This chapter attends to a critical analysis of the ways in which the early childhood education workforce in England experiences a series of fundamental social injustices. Through a decade or more of research framed by a concern with social justice the ways in which government policy and therefore public discourse frames the workforce has been addressed. This body of research revealed that the workforce is presented as holding a contradictory position: as both saviour of society and shambolic. This troubling construction, which continues to persist, has provided the justification for endless national strategic plans and workforce remodelling projects. The ECE has undergone unprecedented reform for over 20 years and during that time structural injustices (i.e. low status, poor pay and unfavourable working conditions) persist. However, this highly gendered and classed workforce maintains its commitment to the youngest children (their families and local communities), and it is through increased education that this workforce has found creative ways in which to circumvent and rework neoliberal apparatuses (curriculum diktats, inspection regimes and other accountability measures) to ensure that it contributes to the public good through practices of worldly justice.

Item Type: Book Section
Additional Information: Series ISSN: 2524-8421
Series E-ISSN: 2524-843X
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 34719
Notes on copyright: This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at:
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Depositing User: Jayne Osgood
Date Deposited: 17 Feb 2022 14:02
Last Modified: 29 Nov 2022 17:39

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