This presentation reports on a qualitative study, completed in 2011 as a Doctoral Thesis. The study, titled Beyond the Master Narrative: Making Identity Visible in Early Childhood Education examined the ways in which three early childhood teachers in Victoria, construct their professional identities; and the role identity plays in shaping pedagogical and curriculum practices. Through the use of a narrative approach, embedded within case study design, the study traces the influential discourses that have contributed to the accepted practices in early childhood pedagogy and curriculum design, and how these discourses have influenced the construction of each participant's professional identity.
The presentation explains the process of developing narrative portraits for each of the participants, framed within the 'master' narratives of early childhood. These master narratives, drawn from the history of early childhood are named as; Image of the Child, Theories of Early Childhood, Pedagogy and Curriculum. The narrative portraits illuminate the ways in which each participant has been influenced by the master narratives. The process of framing the master narratives provides 'signposts' that can be linked or not, to each participant's narrative portrait. Framing the master narratives also serves to create an understanding of the early childhood field from a range of perspectives.
The presentation also outlines the use of Bakhtin's notion of the struggle between two categories of discourse, (authoritative discourse and internally persuasive discourse) to achieve 'ideological consciousness'. Bakhtin's notion of 'ideological consciousness' provides the analytical frame for disentangling the master narratives from the teacher's narrative portraits. This process reveals the 'gap' between the two categories of discourse (Bakhtin, 1981), thereby creating a new narrative space that illuminates each participant's professional identity.
The presentation contributes to the discourses of pedagogy and curriculum in early childhood/early years education, and acknowledges the importance of professional identity in the construction of pedagogy and curriculum and future policy directions in early childhood education.