How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?

Article


Robson, J. and Martin, Estelle 2019. How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England? Contemporary Issues in Early Childhood. 20 (1), pp. 93-103.
AuthorsRobson, J. and Martin, Estelle
Abstract

Early childhood education (ECE) settings can be understood as public forums (Dahlberg, Moss and Pence, 2013) where adults and children engage together in the implementation of national policy. We reflect on ethical dilemmas for leaders in early childhood education arising from the implementation of national policy. Dilemmas can be problematic in the sense that they are unresolved or routine-like as they pervade practice (Denzin, 1989). Inspired by Shapiro and Stefkovich’s (2016) framework of multiple ethical paradigms, we analyse complex dilemmas arising for leaders in ECE as they implement national policy in the micro-system with children, families and the community. We position leaders in these contexts as principally concerned with the positive exploration of ethical dilemmas. Our analysis gives visibility to the ways in which leaders may draw on theory and experience in the ECE setting to navigate ethical dilemmas within a marketised system. Knowledge of ethics and practice may be partial and incomplete; however, fragments are pieced together as ethical praxis.

JournalContemporary Issues in Early Childhood
Journal citation20 (1), pp. 93-103
ISSN1463-9491
Year2019
PublisherSAGE Publications
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1177/1463949119827031
Web address (URL)https://doi.org/10.1177/1463949119827031
Publication dates
Online06 Feb 2019
Print01 Mar 2019
Publication process dates
Deposited11 Jan 2019
Accepted30 Dec 2018
Accepted30 Dec 2018
Copyright informationRobson, Jenny and Martin, Estelle (2018) ‘How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?’, Contemporary Issues in Early Childhood, 20 (1). pp. 93-103. © 2018 The authors. DOI: 10.1177/1463949119827031
LicenseAll rights reserved
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https://repository.uel.ac.uk/item/84479

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