Early childhood education (ECE) teachers have expressed being silenced, indicating their responses to everyday issues of political concern may be hidden. This voicelessness underscores the importance of examining strategies and spaces that incite ECE teachers to vocalise their political dialogues. The pandemic, as a crisis event, within Victoria, Australia, during 2020 offers an unrivalled viewing of such entreaties. Posing unique and unusual dangers and opportunities, the early days of the pandemic serve as an entry point to viewing the strategies and spaces utilised by teachers during marked political crisis. Considering these pandemic dangers, this study undertakes a uniquely complex and opportunistic investigation into the political thoughts, ideas, and voices of ECE teachers within these coordinates, which may be of use for other community members beyond these dimensions. Comprising a larger doctoral study, teachers’ posts within a closed ECE Facebook group were analysed against Bakhtinian crisis chronotopes and carnivalesque responses. Insights infer the pandemic crisis incited teachers’ political dialogues to problematise their historical and ongoing issues. Doing so fostered a supportive peer network, opening up and renewing narratives from within the sector. Provocations to arise include the potential of crisis, the ability of laughter to empower teachers to speak up and have voice, as well as creating spaces for political dialogue and activism within the sector.

中文翻译：

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危机引发狂欢：幼儿教师的政治对话策略

幼儿教育（ECE）教师表示保持沉默，这表明他们对日常政治问题的反应可能是隐藏的。这种无发言权强调了检查激励幼儿教育教师表达政治对话的策略和空间的重要性。作为 2020 年澳大利亚维多利亚州发生的一场危机事件，这场大流行病为此类恳求提供了无与伦比的视角。大流行的早期带来了独特和不寻常的危险和机遇，可以作为观察教师在明显的政治危机期间所使用的策略和空间的切入点。考虑到这些流行病的危险，本研究对这些坐标内的幼儿教育教师的政治思想、观念和声音进行了一项独特的复杂和机会主义的调查，这可能对这些维度之外的其他社区成员有用。一项更大规模的博士研究将欧洲经委会 Facebook 封闭小组中教师的帖子与巴赫蒂尼亚的危机时空和狂欢节式的反应进行了分析。见解认为，大流行危机引发了教师的政治对话，以解决他们的历史和当前问题。这样做培育了一个支持性的同行网络，在行业内部开放和更新叙述。出现的挑衅包括潜在的危机、笑声赋予教师发声和发言权的能力，以及为该部门内的政治对话和激进主义创造空间。