If Not Quality, Then What? The Discursive Risks in Early Childhood Quality Reform

Autor/in	Hunkin, Elise
Titel	If Not Quality, Then What? The Discursive Risks in Early Childhood Quality Reform
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 6, S.917-929 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2018.1453780
Schlagwörter	Early Childhood Education; Educational Change; Educational Quality; Educational Benefits; Educational Policy; Foreign Countries; Government Role; Social Attitudes; Discourse Analysis; Policy Analysis; College Faculty; Advocacy; Preschool Teachers; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Quality of education; Bildungsqualität; Bildungsertrag; Politics of education; Bildungspolitik; Ausland; Social attidude; Soziale Einstellung; Diskursanalyse; Politikfeldanalyse; Fakultät; Sozialanwaltschaft; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Australien
Abstract	This paper reports on the findings of a genealogical study and argues that the global discourse of quality in early childhood education and care (ECEC) is based on a number of problematic assumptions that converge to identify 'quality' as the site of government investment. Using the Australian policy context as an example, the assumption that only quality ECEC is beneficial for children is linked to the historical privileging of mother-care and the male breadwinner through family policy. Using Foucault's notion of the 'art of government', the implications of the discursive logics of quality are outlined, including how 'not quality' childcare is positioned as potentially harmful, yet, the workforce can never be 'quality enough'. It is recommended that early childhood sector academics, advocates and professionals work to introduce new discursive statements to the global policyscape, in order to create and foster diverse representations and understandings of the benefits and value of ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01