This topic examines the historical, cultural and political discourses producing contemporary conceptions of early childhood leadership, curriculum and pedagogy. Differences between conceptions of curriculum and pedagogy across the different sectors of early childhood education are interrogated and the impact of these differences on early childhood teacher/leader identities is explored. Implications for the development of socially just and equitable early childhood education are investigated.
This topic aims to:
Timetable details for 2021 are no longer published.