文章基本信息

标题：Extended Writing Demands – A Tool for ‘Academic Drift’ and the Professionalisation of Early Childhood Profession?
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作者：Per-Olof Erixon ; Inger Erixon Arreman
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2017
卷号：8
期号：4
页码：337-357
DOI：10.1080/20004508.2017.1380488
语种：English
出版社：Education Inquiry
摘要：ABSTRACT This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 65 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question.
关键词：Academic writing ; academisation ; early childhood education and care ; professional writing