What are the Effects of Educational Status Hierarchies and Educators’ Devaluation?
Abstract
This paper examines the devaluation of Early Childhood Educators (ECE) in co-teaching scenarios alongside Ontario Certified Teachers (OCT). The researcher used a Polyvocal ethnography approach and hermeneutic analysis to study documented narratives from five FDK educators. The research revealed that ECEs are undervalued in co-teaching environments. The analysis identified the emotional toll of racism in the education hierarchy, and the devaluation of educators which they connected to the low market value of the Early Education field, and the role of language was seen to perpetuate the division between ECEs and OCTs. Furthermore, the role affects their sense of personal advocacy, and a sense of innate resilience was noted. The research supports the literature reviewed earlier, which emphasized the importance of advocacy. However, the research findings also highlighted the critical role of advocacy and self-worth in equipping individuals with the necessary skills and confidence to advocate for themselves and others in the field. The study showed that personal experiences can be a valuable resource for personal growth, empowerment, and advocacy. It also demonstrated the potential of using a Polyvocal ethnography approach in Early education practicum, which values both insider-outsider perspectives to shed light on important narratives that are often overlooked.