Policy Rhetorics and Responsibilization in the Formation of Early Childhood Educational Leaders in Australia

Autor/inn/en	Nuttall, Joce; Henderson, Linda; Wood, Elizabeth; Trippestad, Tom Are
Titel	Policy Rhetorics and Responsibilization in the Formation of Early Childhood Educational Leaders in Australia
Quelle	In: Journal of Education Policy, 37 (2022) 1, S.17-38 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuttall, Joce) ORCID (Henderson, Linda) ORCID (Wood, Elizabeth) ORCID (Trippestad, Tom Are)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1739340
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Policy; Policy Analysis; Instructional Leadership; Neoliberalism; Policy Formation; Accountability; Rhetoric; Governance; Educational Change; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Politikfeldanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Neo-liberalism; Neoliberalismus; Politische Betätigung; Verantwortung; Rhetorik; Educational policy; Financing; Steuerung; Finanzierung; Bildungsreform; Australien
Abstract	This paper reports a rhetorical analysis of policy texts illustrating the emergence of the mandatory Educational Leader role in early childhood services in Australia. We argue that policy texts before 2012 constructed a 'problem' of workforce quality in early childhood education and offered a new leadership configuration as a policy solution. We identify and critically address how this social architecture was constructed and made persuasive through key rhetorical devices, particularly the combined "pathos" of the vulnerable child and a "logos" of quality improvement. Initial analysis indicated an apparent contradiction between the economic rationalism of earlier (policy advice) texts and an emphasis on professional dispositions in the later (policy implementation) texts, when describing the Educational Leader. We argue, however, that these policy implementation documents reinforce, rather than contradict, a neoliberal economistic logos, because they attempt to form Educational Leaders as autonomous moral agents of neoliberal responsibilization. We conclude by considering some potential implications of our analysis for the early childhood field. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01