Nathan Archer
Biographic Data
| ID | 6739028 |
|---|---|
| NAME | Nathan Archer |
| GIVEN NAMES | Nathan |
| FAMILY NAME | Archer |
| SIGNATURE | ARCHER N |
| AFFILIATIONS | Leeds Beckett University |
| ORCID | 0000-0003-4365-4349 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy
The early childhood workforce in England has experienced periods of policy attention and more recently policy neglect. During the past two decades (2000–2022) the extent of interest in workforce policy has fluctuated with episodes of investment followed by phases of disinvestment. Throughout this period, early childhood educators have been subjected to multiple, often conflicting and shifting demands upon them, which have evolved with varying pol…
Storying hopeful resistances to datafication
In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from the idea that enactments of resistance can cause cracks to appear that forge creative spaces where diff…
Staying with the trouble of datafication in early childhood education
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
I have this subversive curriculum underneath’
Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of res…
Where is the ethic of care in early childhood summative assessment
In 2015, the British government implemented a national Baseline Assessment policy for children at the start of their Reception Year (aged 4–5 years) in England. Adding further assessment to the national Early Years Foundation Stage, the Baseline policy was predicated on reform for improved school accountability, with a focus on measurement of both children’s outcomes and school readiness. This small-scale research study juxtaposes the dominant po…
I have this subversive curriculum underneath’
Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of res…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Where is the ethic of care in early childhood summative assessment
In 2015, the British government implemented a national Baseline Assessment policy for children at the start of their Reception Year (aged 4–5 years) in England. Adding further assessment to the national Early Years Foundation Stage, the Baseline policy was predicated on reform for improved school accountability, with a focus on measurement of both children’s outcomes and school readiness. This small-scale research study juxtaposes the dominant po…
I have this subversive curriculum underneath’
Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of res…
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrou…
Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy
The early childhood workforce in England has experienced periods of policy attention and more recently policy neglect. During the past two decades (2000–2022) the extent of interest in workforce policy has fluctuated with episodes of investment followed by phases of disinvestment. Throughout this period, early childhood educators have been subjected to multiple, often conflicting and shifting demands upon them, which have evolved with varying pol…
Storying hopeful resistances to datafication
In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from the idea that enactments of resistance can cause cracks to appear that forge creative spaces where diff…
Staying with the trouble of datafication in early childhood education
Early childhood education (5 works) · Early Childhood Education and Development (5 works) · Pedagogy (5 works) · Sociology (5 works) · Political science (4 works) · Developmental psychology (3 works) · Early childhood (3 works) · Law (3 works) · Narrative (3 works) · Psychology (3 works)