The advocacy of educators: Perspectives from early childhood

Zinnia Mevawalla, Fay Hadley

    Research output: Contribution to journalArticlepeer-review

    7 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
    JournalAustralasian Journal of Early Childhood
    Volume37
    Issue number1
    Publication statusPublished - Mar 2012

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