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Direct linkAhmet Erol; Mustafa Erol; Merve Canbeldek Erol – Psychology in the Schools, 2025
STEM is a field where gender stereotypes regarding men persist. Women are underrepresented compared to men in STEM fields. The social belief that engineering is only for men discourages young girls from pursuing such endeavors. Encouraging young girls to enter STEM fields is crucial to dispel these stereotypes. Therefore, one of the essential…
Descriptors: Preschool Children, Preschool Education, STEM Education, Females
Fenech, Marianne; Lotz, Mianna – Early Years: An International Journal of Research and Development, 2018
Dominant constructions of professionalism in early childhood education can diminish early childhood teachers' and educators' undertaking of advocacy at the systems or political level. In this paper, we propose an ethically grounded construction of professionalism that provides space for professional practice to move beyond the classroom and into…
Descriptors: Advocacy, Early Childhood Education, Professionalism, Ethics
Gert Biesta; Kathleen Heugh; Hana Cervinkova; Lotar Rasinski; Sam Osborne; Deirdre Forde; Alison Wrench; Jenni Carter; Carl Anders Säfström; Hannah Soong; Suzanne O'Keeffe; Kathryn Paige; Lester-Irabinna Rigney; Leah O'Toole; Robert Hattam; Michael A. Peters; Marek Tesar – Educational Philosophy and Theory, 2022
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in…
Descriptors: Public Education, Educational Philosophy, Correlation, Neoliberalism
Download full textEvans, Katherine – Complicity: An International Journal of Complexity and Education, 2015
This paper considers the landscape of early childhood education in England to be dominated by discourses of "readiness-for-school" and "readiness-for-learning" that act to heavily stratify the educational spaces inhabited by young children. The "ready-child" is constructed as a normative identity towards which the…
Descriptors: Early Childhood Education, Young Children, Behavior Standards, Social Behavior
