Document Type

Article

Publication Date

Fall 2022

Keywords

early childhood education, policy, change, COVID-19, colonialism, throwntogetherness

Abstract

In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory.

Faculty

Faculty of Applied Health & Community Studies (FAHCS)

Program

Early Childhood Education

Journal

In Education

Volume

28

Issue

1b

Peer Reviewed/Refereed Publication

yes

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Publication Citation

Maeers, E., Hewes, J., Lysack, M., Whitty, P. (2022). Pandemic-provoked "throwntogetherness": narrating change in ECEC in Canada. In Education. 28 (1b). https://doi.org/10.37119/ojs2022.v28i1b

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