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Challenging the feminisation of the workforce: rethinking the mind–body dualism in early childhood education and care

Katrien Van Laere (UGent) , Michel Vandenbroeck (UGent) , Griet Roets (UGent) and Jan Peeters (UGent)
(2014) GENDER AND EDUCATION. 26(3). p.232-245
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Abstract
Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity `that women naturally do' and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent `schoolification' of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind-body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.
Keywords
workforce, corporeality, mind-body dualism, feminisation, Early Childhood Education and Care, ME, POLICY, male carers N, HEALTH, GENDER, TEACHER, CHILDREN, IDENTITY, EXPERIENCE, WORK, WOMEN

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Chicago
Van Laere, Katrien, Michel Vandenbroeck, Griet Roets, and Jan Peeters. 2014. “Challenging the Feminisation of the Workforce: Rethinking the Mind–body Dualism in Early Childhood Education and Care.” Gender and Education 26 (3): 232–245.
APA
Van Laere, Katrien, Vandenbroeck, M., Roets, G., & Peeters, J. (2014). Challenging the feminisation of the workforce: rethinking the mind–body dualism in early childhood education and care. GENDER AND EDUCATION, 26(3), 232–245.
Vancouver
1.
Van Laere K, Vandenbroeck M, Roets G, Peeters J. Challenging the feminisation of the workforce: rethinking the mind–body dualism in early childhood education and care. GENDER AND EDUCATION. 2014;26(3):232–45.
MLA
Van Laere, Katrien, Michel Vandenbroeck, Griet Roets, et al. “Challenging the Feminisation of the Workforce: Rethinking the Mind–body Dualism in Early Childhood Education and Care.” GENDER AND EDUCATION 26.3 (2014): 232–245. Print.
@article{5674160,
  abstract     = {Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20\% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity `that women naturally do' and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent `schoolification' of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind-body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.},
  author       = {Van Laere, Katrien and Vandenbroeck, Michel and Roets, Griet and Peeters, Jan},
  issn         = {0954-0253},
  journal      = {GENDER AND EDUCATION},
  keyword      = {workforce,corporeality,mind-body dualism,feminisation,Early Childhood Education and Care,ME,POLICY,male carers N,HEALTH,GENDER,TEACHER,CHILDREN,IDENTITY,EXPERIENCE,WORK,WOMEN},
  language     = {eng},
  number       = {3},
  pages        = {232--245},
  title        = {Challenging the feminisation of the workforce: rethinking the mind--body dualism in early childhood education and care},
  url          = {http://dx.doi.org/10.1080/09540253.2014.901721},
  volume       = {26},
  year         = {2014},
}

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