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dc.contributor.authorGallagher, Aen_US
dc.date.available2019-01-01en_US
dc.date.issued2019-01-01en_US
dc.identifier.citationJournal of Pedagogy, 2019, 9 (1), pp. 23 - 44en_US
dc.identifier.issn1338-1563en_US
dc.description.abstract© 2018 Aisling Gallagher, published by Sciendo 2018. This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, I will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, I will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what I term an emergent 'virtual landscape of ECEC'. Ultimately I argue that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.en_US
dc.format.extent23 - 44en_US
dc.publisherVersitaen_US
dc.titleE-portfolios and relational space in the early education environmenten_US
dc.typeJournal Article
dc.citation.volume9en_US
dc.identifier.doi10.2478/jped-2018-0002en_US
dc.description.confidentialfalseen_US
dc.identifier.elements-id415980
dc.relation.isPartOfJournal of Pedagogyen_US
dc.citation.issue1en_US
dc.identifier.eissn2449-6499en_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/School of People, Enviroment and Planning
dc.identifier.harvestedMassey_Dark
pubs.notesNot knownen_US


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