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Professional Language, Respect, and Quality in ECEC: How Political Language Shapes the Sector
Journal article   Peer reviewed

Professional Language, Respect, and Quality in ECEC: How Political Language Shapes the Sector

Lauren Brocki, Alicia Phillips and Kelli Anne Price
Australasian journal of early childhood, Vol.First online, pp.1-12
12/06/2026
DOI: https://doi.org/10.1177/18369391261459113
Appears in  Recent Faculty of Education Publications

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Abstract

critical policy analysis early childhood education and care political discourse political literacy professional language quality reform workforce professionalism
Professional language in Early Childhood Education and Care (ECEC) is not neutral; it functions as a political mechanism through which professional identity, responsibility, quality and safety are constructed and contested. This paper examines how political and media discourse shapes representations of the ECEC workforce in contemporary Australian debates about safety and workforce reform. Drawing on poststructural policy analysis, particularly Bacchi and Goodwin’s What’s the Problem Represented to Be? (WPR) framework, the study analyses a corpus of visible public texts including ministerial media releases, government communications and national news coverage relating to early childhood safety and workforce policy. The analysis identifies three recurring discursive patterns: the naming of educators as “childcare workers”, the framing of safeguarding through individual vigilance such as “spotting predators”, and the representation of temporary workforce funding as “pay rises”. These constructions individualise responsibility, displace systemic accountability and obscure the structural conditions required for sustainable and high-quality provision.

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