Unearthing Shared Support Relationships Between Educators and Families in Contributing to Children’s Wellbeing Utilising Situational Analysis (SA) and poststructural Case Sudy Design
This research will utilise poststructural case study methodology, underpinned by Foucault’s power/knowledge relationship theory (Foucault, 1973, 1980) to investigate how Early Childhood Professionals (ECPs) engage families in ‘shared support’ relationships contributing to children’s wellbeing. Proposing a reflexive model of engagement, where stakeholder agency is paramount and power relationships are fluid, exploration of multiple truths is harnessed through strengths-based selection of a single case study, with multiple case sites. Utilising a purposive intensity sample, semi-structured interviews, participant observations, and artifacts will provide for thorough deconstruction of discourse and a critical approach through which the power-knowledge nexus in family-educator relationships are understood. Systematic Analysis (SA) will champion complex social contexts and influences (Clarke, 2005), making new contribution to its methodological application through participant involvement.