The advocacy of educators: perspectives from early childhood

Zinnia Mevawalla, Fay Hadley

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article investigates early childhood educators' perceptions of advocacy in raising the professional status with multiple stakeholders in diverse contexts. The article reports on findings from a phenomenological study investigating the perceptions of 12 educators working full time in long-day-care settings across Sydney, New South Wales (NSW), Australia. Findings revealed that participants were ambivalent towards power, as they perceived themselves to be influential within internal workplace settings yet felt raising the professional status to be the responsibility of senior stakeholders in wider socio-political contexts. Recommendations for the prospective utilisation of advocacy, and implications for supplementary research are relayed.
Original languageEnglish
Pages (from-to)74-80
Number of pages7
JournalAustralian Journal of Early Childhood
Volume37
Issue number1
DOIs
Publication statusPublished - 1 Mar 2012

Keywords

  • early childhood
  • education and care
  • nursery school
  • professionalism
  • New South Wales (NSW) Australia

Cite this

Mevawalla, Z., & Hadley, F. (2012). The advocacy of educators: perspectives from early childhood. Australian Journal of Early Childhood, 37(1), 74-80. https://doi.org/10.1177/183693911203700109