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Scarcity and Surveillance in Early Childhood Education

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Title: Scarcity and Surveillance in Early Childhood Education
Language: English
Authors: Katie Sloan (ORCID 0000-0003-1035-2707)
Source: Contemporary Issues in Early Childhood. 2024 25(4):397-412.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Teachers, Early Childhood Education, Child Care, Teacher Salaries, Teaching (Occupation), Teacher Persistence, School Funds, Educational Finance, School District Spending, School Supervision, Perspective Taking
Geographic Terms: Michigan
DOI: 10.1177/14639491221128884
ISSN: 1463-9491
Abstract: At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants' narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450016
Database: ERIC
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  Data: Scarcity and Surveillance in Early Childhood Education
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  Data: <searchLink fieldCode="AR" term="%22Katie+Sloan%22">Katie Sloan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1035-2707">0000-0003-1035-2707</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Issues+in+Early+Childhood%22"><i>Contemporary Issues in Early Childhood</i></searchLink>. 2024 25(4):397-412.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Salaries%22">Teacher Salaries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Funds%22">School Funds</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22School+District+Spending%22">School District Spending</searchLink><br /><searchLink fieldCode="DE" term="%22School+Supervision%22">School Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: 10.1177/14639491221128884
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  Data: At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants' narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces.
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        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Child Care
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      – SubjectFull: Teacher Salaries
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      – SubjectFull: Teaching (Occupation)
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      – SubjectFull: Educational Finance
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      – SubjectFull: School District Spending
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      – SubjectFull: School Supervision
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      – SubjectFull: Perspective Taking
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      – SubjectFull: Michigan
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