Search results for: Krieg Susan

Drawing from a larger study of teacher professional identities, this article explores how two beginning early childhood educators talk about what it means to teach. The article focuses on how these novice teachers position themselves, and are positioned, by their understandings of the 'child'. Using critical discourse analysis as a way of examining interview data, the author discusses how a discourse of the 'normal' child constructs particular identity positions for children and the adults who work with them.