Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status

Journal article

Kay, Louise, Wood, Elizabeth, Nuttall, Joce and Henderson, Linda. (2019). Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status. Journal of Education Policy. https://doi.org/10.1080/02680939.2019.1637546

Authors	Kay, Louise, Wood, Elizabeth, Nuttall, Joce and Henderson, Linda
Abstract	This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.
Keywords	workforce reform; Early Childhood Education (ECE); rhetorical analysis; responsibilisation
Year	2019
Journal	Journal of Education Policy
Publisher	Routledge
ISSN	0268-0939
Digital Object Identifier (DOI)	https://doi.org/10.1080/02680939.2019.1637546
Scopus EID	2-s2.0-85068621469
Open access	Open access
Page range	1 - 17
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	OA_Kay_2019_Problematising_policies_for_workforce_reform_in.pdf License CC BY-NC-ND 4.0
Place of publication	United Kingdom
Editors	C. Vincent

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