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of fixing children by teaching them to memorize and be obedient, we should be helping
them to develop dispositions of caring, fairness, and justice or how to engage in ethical
reflection and live responsibly within a democratic society” (p. 43). Fu (2002) suggests
that teachers too can be positively influenced by a reframed image much like that
espoused for children. Teachers can be seen as strong, competent, intellectual builders of
theories.
I had little chance to reflect more fully on the potential applications of these ideas
for the college student as economic issues within the college led to my seeking a position
outside the college system. Even with a Master’s degree, permanent full-time
employment seemed unlikely when teachers at the college level, with higher academic
credentials than mine and full-time status, were being laid off. After 4 years of dealing
with the uncertainty of semester-to-semester employment, I replied to a posting for a
child care coordinator position with the local school district and was hired.
In this new position, I encountered more teachers, principals, and superintendents
who needed to understand the value of early childhood education. This time, I was given
the mandate to educate. With the support of the Director and Associate Director of the
school district, I was also given the mandate to take an advocacy role. Working in this
environment was rewarding and transformative. I was encouraged to reach my fullest
potential. I found the status, power and voice previously missing in my life. Buoyed by
this new orientation, I applied to the doctoral program to continue my academic studies.
Still, I felt unfulfilled; I needed to teach. When the hiring freeze at the college was lifted,
I returned as a full-time early childhood education professor. I chose an outward path to
follow, moving from the centre in the labyrinth. I returned to my calling.