The Problem of Inequality in Australia's Early Childhood Education and Care Sector: A Policy Frame Analysis

Autor/inn/en	Molla, Tebeje; Nolan, Andrea
Titel	The Problem of Inequality in Australia's Early Childhood Education and Care Sector: A Policy Frame Analysis
Quelle	In: Australian Journal of Education, 63 (2019) 3, S.322-339 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119880612
Schlagwörter	Equal Education; Early Childhood Education; Child Care; Young Children; Access to Education; Educational Quality; Educational Policy; Disadvantaged; At Risk Students; Culturally Relevant Education; Access to Information; Geographic Isolation; Indigenous Populations; Socioeconomic Status; Social Justice; English (Second Language); Inclusion; Barriers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Sinti und Roma; Socio-economic status; Sozioökonomischer Status; Soziale Gerechtigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Inklusion; Ausland; Australien
Abstract	A policy problem is a discursive construction, and the way in which the problem is framed determines both the nature of the policy responses and the possibility of resolving it. In this paper, drawing on critical frame analysis, we examined three major equity policies in the Australian early childhood education and care (ECEC) sector. In mapping out framing and reasoning devices of the policies, our analytical interest is to highlight the representation of inequality as a problem and unmask underlying assumptions of the equity responses. The findings show that disadvantage in Australia's ECEC sector has been framed as a lack of access, limited navigational capacity and cultural exclusion; and the framings are underpinned by economic, educational and social rationales. The analysis also reveals problematic categories, issue-omissions and conceptual shifts within the texts. The paper draws practical implications of the frame contradictions and silences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01