Abstract
In our paper, we present findings from 2 ECE centers that represent very different understandings and performances of the learning plan. One ECE center (in a deprived area) presented very structured, restricted, adult-controlled practices, metaphorically resembling a shape sorter; another ECE center (in a privileged area) presented more open, playful, child-controlled practices, metaphorically resembling an intuitive dance. Our findings contribute to the understanding of curriculum as negotiated and pedagogues’ professionalism as complex policy-production rather than passive implementers of curriculum (Evetts 2010, Lipsky 1980, Aabro 2021, Apple 2006)
| Original language | English |
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| Publication date | 1 Jun 2022 |
| Publication status | Published - 1 Jun 2022 |
| Event | NERA 2022: Education and involvement in precarious times - University of Iceland, Reykavik, Iceland Duration: 1 Jun 2022 → 3 Jun 2022 Conference number: 2022 https://nera.hi.is/ https://nera.hi.is/theme/ |
Conference
| Conference | NERA 2022 |
|---|---|
| Number | 2022 |
| Location | University of Iceland |
| Country/Territory | Iceland |
| City | Reykavik |
| Period | 01/06/22 → 03/06/22 |
| Internet address |