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Abstract
This article examines the use of photography within the profession of early childhood education (including teacher education) and provides a post-structural critique of its use in light of ethical implications, particularly with regard to power relations between the various stakeholders, including children, their families, teachers, schools, school administrations, and state (or national) departments of education. This examination takes a critical stance with regard to photography by recognising the importance of creating a space for considering the benefits and costs of practices with regard to values, such as human agency, respect, dignity, democracy, inclusivity, honesty, and duty. These values form the basis of the critique in which we present a discussion of key questions with regard to specific ethical dilemmas in practice. Suggestions for democratic dialogue amongst stakeholders are provided.
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