Salamon, A. (2017). Praxis in early childhood research with infants and educators. European Early Childhood Education Research Journal,25(3), 450-461. United Kingdom: Routledge. Retrieved from https://doi.org/10.1080/1350293X.2017.1308168
As emerging literature reflects, praxis is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory research involving both infants and educators. I argue that research with infants necessitates particular ethical and transformational thinking and action. Research with infants and early childhood educators adds further complexity, and requires a balancing of ethical considerations for all those involved in the research. Using the theory of practice architectures as both a conceptual and analytical framework, I reflect on how particular cultural-discursive, material-economic, and social-political arrangements shaped (and were shaped by) my research practices while undertaking my doctoral study. I discuss how the practice architectures that prefigured the project enabled opportunities for praxis, and propose theoretical and practical implications.
School of Education
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