Affordance of voice in understanding early childhood educators’ embodiment in children’s education / La valencia de la voz en la comprensión de la corporeidad del profesorado de educación infantil

Dados Bibliográficos

ID12486396
AutoresJoseph Agbenyega (0000-0002-4346-2542, Emirates College for Advanced Education, autor correspondente), Ieda M Santos (0000-0003-3917-1926, Emirates College for Advanced Education), Kyongje Sung (0000-0002-2021-9654, Emirates College for Advanced Education), Hamdah Jibar Alhashmi (Emirates College for Advanced Education), Nahla Alsyed (Emirates College for Advanced Education), Nusaibah Alameri (Emirates College for Advanced Education), Claudine Habak (0000-0003-4167-3474, Emirates College for Advanced Education)
Ano2026
Volume38
Fascículo2
Páginas328-360
Data de publicação2026-03-04
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoCulture and Education (JOURNAL)
Identificadores do periódicoISSN: 1135-6405 • E-ISSN: 1578-4118
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405261424514
OpenAlexW7135050350
IdiomaES
Referências citadas49

Educators’ voices are significant in learning about improvements needed in early childhood education, especially in highly diverse and rapidly changing settings. Framing educators’ voice as a meaning-making tool of cultural embodiment lived through experience can clarify teachers’ thinking and their inherent reflection of the social-cultural environment in which they work, and the United Arab Emirates (UAE) offers a vibrant environment to address embodiment in a rapidly changing system with extensive cultural and linguistic diversity. This phenomenological study examines how early childhood educators in the UAE communicate their embodiment in practice. The findings identified educators as caring and accomplished bodies, stressful bodies and bodies longing for transformative practices. These findings suggest that understanding educators’ body-through-voice in context is significant for developing teacher-improvement initiatives across local and international settings, since it foregrounds insights into the multiple representations of the educators’ emotional experiences and identities of being and becoming practitioners of quality early childhood education

Affordance · Context (archaeology · Early childhood · Early childhood education · Framing (construction · Phenomenology (philosophy · Transformative learning · Children's Rights and Participation · Early Childhood Education and Development · Indigenous Cultures and Socio-Education