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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

Fractured Identities: the affect of school readiness and neoliberalism in Early Education

Ovington, J A (2022) Fractured Identities: the affect of school readiness and neoliberalism in Early Education. In: BERA Annual Conference, 06.09.22 - 08.09.22, Liverpool University.

Item Type: Conference or Workshop Item (Paper)


Neoliberalism in Early Education and Care has become pervasive, leading to ‘inadvertent political and social consequences’ (Wood, 2003, cited in, Vintimilla, 2014, p. 80) by influencing the partitioner-child relationship through everyday activities in the classroom and beyond. This paper draws inspiration from Fairchild and Mikuska (2021, p. 1180) and ‘mobilizes (ordinary) affect’ to explore the affect of school readiness using empirical research with 8 early years practitioners working with two-year-old children. Thinking-with Le Guin’s Carrier Bag Theory of Fiction (2019), being human is to carry, to sustain, and to protect that which is important to us. This paper will story the practitioners personal and professional bags to reveal their fractured identities as enacted through the affect of school readiness. Through collecting and (re)telling these bag stories, a space is opened up for practitioners to consider ‘becoming-with each other’ to amplify and foreground the joyful experiences in practice to challenge neoliberalism ways of being.

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Depositing User: Julie Ovington


Item ID: 15096

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ORCID for J A Ovington: ORCID iD

Catalogue record

Date Deposited: 21 Sep 2022 08:52
Last Modified: 21 Sep 2022 08:52


Author: J A Ovington ORCID iD

University Divisions

Faculty of Education and Society


Education > Early Childhood Studies
Education > Educational Research

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