Critical narrative as a framework for professional border crossing in early childhood

Early childhood educators are regularly confronted by dominant discourse, and the politics and pedagogy that are embedded in our practice. These critical incidents impact on our ability to respond proactively in our work as professionals. Engaging in a process of critical reflection from a poststructuralist perspective helps to disrupt deeply seated beliefs and assumptions, resist tensions of power and regulation, and increasing feelings of agency. This article offers educators a rationale for adopting such an approach, and presents a lens in which to view alternative discourses, and for thinking otherwise. The authors introduce a framework that includes a range of strategies that educators may choose to add to their armoury of tools from which to draw upon for unpacking and making sense of their experiences. An exemplar is offered to showcase engagement with these tools, including the use of critical narrative. Employing strategies and practices such as those outlined in this paper open up possibilities and potentiality of feeling more empowered as early childhood educators, and better equipped for giving voice to our thoughts, feelings of hope, and our potential as active agents