Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion?
In this paper we narrate how two teachers enact playful pedagogies by resisting the single story of formalised learning discourses in early childhood education and care. Playful learning is well established in international literature and children have the right to play. Yet in contemporary outcome...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Liverpool John Moores University
2023-09-01
|
| Series: | PRISM |
| Subjects: | |
| Online Access: | https://openjournals.ljmu.ac.uk/prism/article/view/714 |