Care and pedagogical visions in Early Childhood Education: competing teacher narratives
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26822.044Abstract
This study analyzes the place that care occupies in early childhood education teaching practices through the biographical narratives of seven teachers from Chile and Spain, seeking to understand how different perspectives on care shape their pedagogical views. From a narrative perspective, and through in-depth interviews, the participants recounted their experiences as teachers in relation to their professional trajectories. This study engages with care studies, feminist ethics of care, and critical perspectives on neoliberalism and education. The findings show that care operates as a contested field, expressed through assistential, affective, relational, familial, and community-based practices that produce different ways of understanding childhood, pedagogical relationships, learning, and teachers’ responsibility; revealing both their limitations and their political and counter-hegemonic potential for education within a neoliberalized context.
Keywords: Care pedagogy. Life narratives. Collective care.
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