This paper shares the learnings from a collaborative action research project in which staff, parents and children from New Zealand and Australia participated. It explored the changing perspectives of staff, parents and children, on parental involvement in early childhood education. The research project in each country has unfolded differently, this paper will share case studies of what has emerged from these diverse trajectories – identifying issues and possibilities for building respectful relationships with staff and parents.
Get full access to this article
View all access options for this article.
References
1.
FoucaultM. (1970). The order of things.New York and London: Routledge. (Original work published in 1966).
2.
FoucaultM. (1985). The history of sexuality: Vol 2. The use of pleasure. (R. Hurley, Trans.), New York: Vintage Books. (Original work published in 1984).
3.
HarasymS. (1990). The Post-colonial critic: interviews, strategies, dialogues, London: Routledge.
4.
HughesP. & Mac NaughtonG. (2001). Preparing early childhood professionals to work with parents: the challenges of diversity and dissensus, Australian Journal of Early Childhood, 27(2), 14–20
5.
McCarthyC. (1995). The problem with origins; race and the contrapuntal nature of the educational experience, in SleeterC. & McClarenP. (Eds.), Multicultural Education, Critical Pedagogy, and the Politics of Difference, (245 – 268), State University Of New York Press, New York.
6.
NicholsonL. & Siedman, (1995). Social Postmodernism: beyond identity politics, Cambridge University Press, Cambridge, UK.
7.
Pease-Windy BoyJ. (1995). Cultural diversity in higher education: An Indian American Perspective, in SleeterC., & McClarenP. (Eds.), Multicultural Education, Critical Pedagogy, and the Politics of Difference, (399 – 413), State University Of New York Press, New York.
8.
SpivakG. C. (1993). Outside in the teaching machine. New York: Routledge.
9.
WearingB. (1996). Gender: The pain and pleasure of difference, Sydney: Longman.
