Critical examinations of quality in early education and care. Regulation, disqualification, and erasure.

Sonst. Personen	Cannella, Gaile S. (Hrsg.); Pérez, Michelle Salazar (Hrsg.); Lee, I-Fang (Hrsg.)
Titel	Critical examinations of quality in early education and care. Regulation, disqualification, and erasure.
Quelle	New York; Frankfurt; Berlin: Peter Lang (2016), VI, 182 S.Verfügbarkeit
Reihe	Childhood Studies. 3
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-4331-2879-0
Schlagwörter	Erziehung; Fallstudie; Leistungsbegriff; Leistungsfähigkeit; Frühe Kindheit; Bildungspolitik; Elementarbereich; Kindergarten; Frühpädagogik; Vorschulerziehung; Schulreife; Neoliberalismus; Bewertung; Qualität; Qualitätsentwicklung; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Private Trägerschaft; Europäische Union; Indigenes Volk; Inuit; Maori; Australien; Hongkong; Neuseeland; Norwegen; USA
Abstract	Quality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward "quality" as a dominant construct, and (2) to generate conversations and locations from diverse knowledges and multiple ways of being that could lead to the rethinking of quality, understandings of quality as a narrowing construct/practice, and/or going beyond (and outside of) notions of quality. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3