The Conundrum of Care in the Construction of Professional Identity: A Foucauldian Lens

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aut.relation.endpage74
aut.relation.issue1
aut.relation.journalNew Zealand Journal of Teachers' Work
aut.relation.startpage56
aut.relation.volume21
dc.contributor.authorWu, Bin
dc.contributor.authorDevine, Nesta
dc.date.accessioned2024-07-17T04:32:53Z
dc.date.available2024-07-17T04:32:53Z
dc.date.issued2024-06-24
dc.description.abstractThe notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.
dc.identifier.citationNew Zealand Journal of Teachers' Work, ISSN: 1176-6662 (Print); 1176-6662 (Online), Massey University, 21(1), 56-74. doi: 10.24135/teacherswork.v21i1.599
dc.identifier.doi10.24135/teacherswork.v21i1.599
dc.identifier.issn1176-6662
dc.identifier.issn1176-6662
dc.identifier.urihttp://hdl.handle.net/10292/17795
dc.publisherMassey University
dc.relation.urihttps://ojs.aut.ac.nz/teachers-work/article/view/599
dc.rightsCopyright (c) 2024 Bin Wu, Nesta Devine. Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International License.
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject3903 Education Systems
dc.subject39 Education
dc.subject4 Quality Education
dc.subject1303 Specialist Studies in Education
dc.subject3903 Education systems
dc.titleThe Conundrum of Care in the Construction of Professional Identity: A Foucauldian Lens
dc.typeJournal Article
pubs.elements-id560974
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