Conference presentation
Problematising Silenced and Heard Voices in University and Placement Settings: Experiences from Two Countries
BECERA - British Early Childhood Education Research Association , BECERA 2025 (Birmingham , 17/02/2025–17/02/2025)
17/02/2025
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Abstract
Research aims
This paper critically examines the ethical considerations two early childhood researchers utilised to capture the voices and experiences of students studying early childhood education in New Zealand and England. It explores strategies to encourage the expression of students' authentic selves while reflecting on structural and systemic challenges that may silence certain views and experiences.
Relationship to previous research works
Both researchers have explored the complexities of students’ professional identities and how these are constructed within university and placement settings. This work builds on prior research addressing placement challenges (Nutbrown, 2012; Campbell-Barr et al., 2020) and the intricacies of teacher professional identities (Lightfoot and Frost, 2015; Murray, 2013: Sachs, 2016; Baxter, 2016).
Theoretical and conceptual framework
The studies utilised a post-structural theoretical lens (Baxter, 2016; Foucault, 2000) and adopted the Theory of Practice Architecture (Kemmis, 2022).
Paradigm, methodology and methods
Both studies adopted a qualitative paradigm, analysing data gathered from focus groups and interviews with students, placement mentors, tutors, and teachers.
Ethical considerations
Ethical considerations highlighted power dynamics among students and stakeholders in university and placement settings, problematising whose voices may be ‘cut’, why and who does the ‘agentic cutting’ (Puig de la Bellacasa, 2017) and how caring ethical relations may be cultivated instead (Braidotti 2006).
Main finding or discussion
Findings from both studies emphasised the need to build genuine connections among all participants involved and address power relations.
Implications for policy and practice
These research projects will interest those supporting students at university and placement spaces and those making decisions about early childhood studies programs.
Details
- Title
- Problematising Silenced and Heard Voices in University and Placement Settings: Experiences from Two Countries
- Creators
- Vina Patel (Author) - Birmingham City UniversityOlivera Kamenarac (Author) - Southern Cross University
- Conference
- BECERA - British Early Childhood Education Research Association , BECERA 2025 (Birmingham , 17/02/2025–17/02/2025)
- Identifiers
- 991013260810902368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference presentation