Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’

Journal article

Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2023). Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’. Journal of Early Childhood Research. 22(2), pp. 297-312. https://doi.org/10.1177/1476718X231210641

Publication dates
Authors	Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny
Abstract	There is considerable literature describing the use of Change Laboratory as a simultaneous research and intervention methodology in workplace settings. However, there is limited literature describing Change Laboratory from the researcher-facilitator perspective. This paper examines the ethical dimensions of Change Laboratory from this perspective and specifically how a ‘rule of care’ became a conscious rule. The context is a series of Change Laboratories implemented with Centre Directors and Educational Leaders from early childhood education and care centres in Darwin and Melbourne, Australia. Based on our analysis we attribute the emergence of this rule to a particular vulnerability of the participants: that they were all recruited from centres that had been publicly designated as Working Towards National Quality Standard requirements for quality early childhood education and care practices. We present evidence of this ‘rule of care’ in our work as researcher-facilitators from our data. We conclude that attention to a ‘rule of care’ is necessary to support transformation, particularly for vulnerable participants such as Educational Leaders.
Keywords	change laboratory; early childhood education and care; educational leadership; matters of care; rule of care
Year	01 Jan 2023
Journal	Journal of Early Childhood Research
Journal citation	22 (2), pp. 297-312
Publisher	Sage Publications Ltd. (UK)
ISSN	1476-718X
Digital Object Identifier (DOI)	https://doi.org/10.1177/1476718X231210641
Web address (URL)	https://journals.sagepub.com/doi/10.1177/1476718X231210641
Open access	Published as ‘gold’ (paid) open access
Research or scholarly	Research
Page range	297-312
Publisher's version	OA_Henderson_2023_Educational_leadership_in_early_childhood_education.pdf License CC BY-NC 4.0 File Access Level Open
Output status	Published
Online	05 Dec 2023
Publication process dates
Accepted	2023
Deposited	28 Jun 2024
ARC Funded Research	This output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant ID	DP180100281
Additional information	© The Author(s) 2023
	This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
	This work was supported by the Australian Research Council [DP180100281].
Place of publication	United Kingdom

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Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education

White, Jayne and Nuttall, Joce. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9(1), pp. 21 - 25.

Fieldwork supervision: A space for professional learning

Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane. (2007). Fieldwork supervision: A space for professional learning. In Changing perspectives on professional learning: Professionalism, identities and practice pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005

Changing research contexts in teacher education in Australia: Charting new directions

Nuttall, Joce, Mitchell, Jane and Seddon, Terri. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34(1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224

Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.

Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316

Teacher education: What are its prospects?

Mitchell, Jane, Murray, Sally and Nuttall, Joce. (2006). Teacher education: What are its prospects? In In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.

Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada

Mitchell, Jane, Clarke, Anthony and Nuttall, Joce. (2006). Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35(1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109