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Early Years
An International Research Journal
Volume 36, 2016 - Issue 2
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Articles

Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals

Jessie JovanovicSchool of Education, Flinders University, Adelaide, AustraliaCorrespondence[email protected]
&
Jennifer FaneSchool of Education, Flinders University, Adelaide, Australia
Pages 148-164 | Received 16 Jul 2015, Accepted 18 Nov 2015, Published online: 06 Feb 2016

Citations (6)

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Read on this site (3)

Judy Hamer & Judith Loveridge. (2020) Exploring notions of community in a privately owned early childhood education and care centre in New Zealand. Early Years 40:2, pages 254-266.
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Jennifer Fane, Colin MacDougall, Jessie Jovanovic, Gerry Redmond & Lisa Gibbs. (2018) Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research. Early Child Development and Care 188:3, pages 359-374.
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Margaret Sims. (2017) Neoliberalism and early childhood. Cogent Education 4:1.
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Articles from other publishers (3)

Bin Wu & Catherine Oxworth. (2022) Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices. Contemporary Issues in Early Childhood 23:4, pages 467-482.
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Katie Sloan. (2022) Scarcity and surveillance in early childhood education. Contemporary Issues in Early Childhood, pages 146394912211288.
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Wendy Boyd, Nicole Green & Jessie Jovanovic. 2021. Learning and Teaching in Early Childhood. Learning and Teaching in Early Childhood.

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