Browsing by Author "Adlerstein, Cynthia"

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    Chilean Early Childhood Teachers' Discourses on Professional Associations Building Professionalism: Cohesions and Tensions of an Ecosystem
    (2023) Adlerstein, Cynthia; Pardo, Marcela
    This article aims to explain how ECE teachers' discourses of participation in Chilean professional associations (ECEPAs) are a core trait and builds professionalism in the field. Following the Constructivist-Grounded Theory approach, it adopted a holistic abductive case study method, with a sample of 18 national ECEPA cases and 78 ECE teachers. Data collection drew on 18 individual in-depth interviews and nine discussion groups analyzed in a four-stage Constant Comparison coding process. Findings show ECE teachers relate participation in diverse ECEPAs with building professionalism around four intertwined discourses: transformational politics; pedagogical empowerment; decent working conditions, and historical and renewed struggles. We discuss how these discourses ensemble an emergent ECEPA ecosystem. The significance of this theorization is in making visible how ECE teachers' multifaceted participation reorganizes in the fragmented neoliberal context, making possible dialog, debate, and partnerships. This participation in ECEPAs blurs the traditional understandings of professionalism, opening to new notions based on more democratic, ground-up, and postmodern professionalism.
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    Topics and Justices in Post-dictatorship Chilean Early Childhood Education: Presidential Speeches 1990-2023
    (2023) Barco, Blanca; Adlerstein, Cynthia
    Since the return to democracy in Chile, the different governments have promoted an educational policy for social justice. However, there are few post-dictatorship analyzes that investigate justice from early childhood or nursery school education. From a qualitative methodology, Reconceptualist approach and Fraser's theory of social justice, we analyze the themes and types of justice in Early Childhood Education that have been mobilized with the post-dictatorship presidential speeches (period 1990 to 2023). The results show a complex assembly of issues and justices. In these 34 years, Early Childhood Education has been mobilized from three themes: provision, relevance and quality. At the same time, in these themes redistributive justice is predominantly found coexisting with the justice of recognition, while representational justice fragilely emerges. This research invites us to rethink the themes of Early Childhood Education that must be mobilized from presidential speeches, to strengthen social justice that harmonizes the spheres of redistributive, recognition and participatory representation. This is a investigation that makes visible the construction of social justice from early childhood, differentiating and providing the logic of this first educational level.