Governing 'Disadvantage' through Readiness: A Foucauldian Policy Genealogy of Funded Nursery Places for Two-Year-Olds

Autor/in	Lee, Siew Fung
Titel	Governing 'Disadvantage' through Readiness: A Foucauldian Policy Genealogy of Funded Nursery Places for Two-Year-Olds
Quelle	In: Contemporary Issues in Early Childhood, 22 (2021) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Siew Fung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119864200
Schlagwörter	Educational Philosophy; Outcomes of Education; Child Care Centers; Toddlers; Disadvantaged; Governance; School Readiness; Evidence Based Practice; Public Policy; Political Attitudes; Educational Quality; Human Capital; Educational Change; Early Childhood Education; Technology Integration; Early Intervention; Neurosciences; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Lernleistung; Schulerfolg; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Infant; Infants; Toddler; Kleinkind; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Readiness for school; School ability; Schulreife; Öffentliche Ordnung; Political attitude; Politische Einstellung; Quality of education; Bildungsqualität; Humankapital; Bildungsreform; Early childhood; Frühkindliche Bildung; Frühpädagogik; Neuroscience; Neurowissenschaften; Neurowissenschaft; Ausland
Abstract	This article critically examines how the policy of funded nursery places for 'disadvantaged' two-year-olds in England opens up economic and political spaces in readiness for increased governance. The government introduced funded nursery places in September 2013, which aimed to promote disadvantaged children's educational outcomes, narrow the attainment gap and encourage parental employment. Using a Foucauldian policy genealogy, the article sets out the ways in which funded nursery places constitute and deploy techniques for governing 'disadvantage' -- specifically, how 'disadvantage' is constructed as a 'problem of the population', which, in turn, is productive of particular subjectivities and practices. The article traces how funded nursery places construct a particular 'disadvantage' through 'experts of truth', evidence-based policy, regimes of quality and neurobiology in preparation for the next phase of nursery at the age of three. These processes establish 'disadvantaged' two-year-olds as governable objects and therefore subject to the increased formalization of early experiences. The close links between 'disadvantage' and 'readiness' discursively provide conditions of possibility for technical and instrumental practice that is driven by a global hegemonic rationale in human capital. Although the analysis is focused in the English context, these developments have wider global implications in relation to school readiness and early education reforms across countries that are reaching into ever younger spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01