Whose hand rocks the cradle? Parallel discourses in the baby room

Abstract

This article explores the practice narratives of a group of 25 caregivers who work with babies in daycare settings in England and seeks to illustrate awareness of, resistance to and compliance with powerful discourses. It is argued that multiple voices exert an influence over baby room practice, disempowering the caregivers and reducing their capacity to practise in ways that meet the ‘babies’ best interests’. Yet there may also be ways in which they collude in their own oppression. Opportunities to engage in professional dialogue, reflection and critique as a means of conscientizaçāo (conscientization or ‘dialogic cultural action’ as described by Freire in Pedagogy of the Oppressed [London: Penguin, 1970], 141) are rare. When offered, these may simultaneously increase participants’ awareness of discourses of performativity and inadequacy and heighten feelings of powerlessness, but may also offer a space in which to nourish professional knowledge and understanding and the self-confidence to challenge and resist privileged voices that sustain a hegemony.

Keywords:

• babies
• daycare
• policies
• practice
• oppression

Acknowledgement

The authors would like to acknowledge the generous support of the Esmée Fairbairn Foundation, which has funded the Baby Room Project since 2009.