Leadership and Advocacy in Early Childhood unit (EDP706)

Weekly independent study to prepare for online workshops and contribute to learning activities (5 hours)

Davis, K., Krieg, S., & Smith, K. (2015). Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders. International Journal of Leadership in Education, 18(2), 131-148. https://doi.org/10.1080/13603124.2014.943296
Cooper, M. (2023). Teachers grappling with a teacher-leader identity: complexities and tensions in early childhood education. International Journal of Leadership in Education, 26(1), 54-74. https://doi.org/10.1080/13603124.2020.1744733 
Omdal, H., & Roland, P. (2020). Possibilities and challenges in sustained capacity-building in early childhood education and care (ECEC) institutions: ECEC leaders’ perspectives. European Early Childhood Education Research Journal, 28(4), 568-581. https://doi.org/10.1080/1350293X.2020.1783929 
Klevering, N., & McNae, R. (2019). Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices. Journal of Educational Leadership, Policy and Practice, 33, 5-17. https://doi.org/10.21307/jelpp-2018-002 
Aubrey, C. A. (2019). What early childhood leadership for what kind of world? Contemporary Issues in Early Childhood, 20(1), 65-78. https://doi.org/10.1177/1463949119828145 
Nxumalo, F., & Villanueva, M. (2020). (Re)storying Water Decolonial pedagogies of Relational Affect with Young Children. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the Affective Turn in Education. Routledge. 
Poelina, A., Wooltorton, S., Blaise, M., Aniere, C. L., Horwitz, P., White, P. J., & Muecke, S. (2022). Regeneration Time: Ancient Wisdom for Planetary Wellbeing. Australian Journal of Environmental Education, 38(3-4), 397-414. 
Blaise, M., & Hamm, C. (2022). Lively Emu dialogues: activating feminist common worlding pedagogies. Pedagogy, Culture & Society, 30(4), 473-489. https://doi.org/10.1080/14681366.2020.1817137 
Somerville, M. J., & McGavock, T. (2022). Learning Planetary Literacies Through Multiple Bushfire Deaths and Hope Through Recovery and Regeneration. In M. Häggström & C. Schmidt (Eds.), Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World (pp. 113-127). Springer International Publishing. https://doi.org/10.1007/978-3-030-84510-0_8 
Nelson, N., Hodgins, B. D., & Danis, I. (2019). New Obligations and Shared Vulnerabilities: Reimagining Sustainability for Live-Able Worlds. In Nordina: Nordic Studies in Science Education (Vol. 15): University of Oslo.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 

Bloom, P. (2011). Circle of influence: Implementing shared decision making and participative management. New Horizons. 
Campbell-Evans, G., Stamopoulos, E., & Maloney, C. (2014). Building leadership capacity in early childhood pre-service teachers. Australian Journal of Teacher Education, 39(5). http://dx.doi.org/10.14221/ajte.2014v39n5.3
COAG. (2011). Guide to the National Quality Standard for Early Childhood Education and Care and School Age Care. Australian Children’s Education & Care Quality Authority, Commonwealth of Australia.
Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Commonwealth of Australia.
Waniganayake, M., Cheesman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. Oxford University Press.