Taking up the early childhood tertiary classroom as a microcosm of the field, this paper engages with a series of parallel questions meant to problematize narrow understandings of professionalism and views of the educator regularly circulating in the field. By examining some of the structural and discursive contexts organizing/ruling early childhood educators’ lives, the paper offers up a conversation meant to rethink the work of early childhood in intellectually liberating and democratic ways.  

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