Transformation and Regulation: A Century of Continuity in Nursery School and Welfare Policy Rhetoric

Autor/in	Read, Jane
Titel	Transformation and Regulation: A Century of Continuity in Nursery School and Welfare Policy Rhetoric
Quelle	In: Journal of Education Policy, 30 (2015) 1, S.39-61 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.898100
Schlagwörter	Nursery Schools; Welfare Services; Public Policy; Rhetoric; Policy Formation; Rhetorical Criticism; Educational Practices; Discourse Analysis; Educational History; Child Development; Educational Change; Working Class; Health Promotion; Hygiene; Food Standards; Parent Participation; Alumni; School Community Relationship; Politics of Education; Foreign Countries; Educational Development; United Kingdom + Suchen Sie Ihr Suchwort? Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Fürsorgeeinrichtung; Öffentliche Ordnung; Rhetorik; Politische Betätigung; Bildungspraxis; Diskursanalyse; History of education; Bildungsgeschichte; Kindesentwicklung; Bildungsreform; Arbeiterklasse; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lebensmittelgesetz; Elternmitwirkung; Educational policy; Bildungspolitik; Ausland; Bildungsentwicklung; Großbritannien
Abstract	This article explores policy development for under-fives and its implementation in nursery schools in the first two decades of the twentieth century and draws parallels with current policy initiatives such as Sure Start and the "Troubled Families" programme. It interrogates how discourse on British racial health shaped policy and presents a fresh perspective which builds on existing accounts by examining contemporary rhetoric in the context of practice in two London nursery schools. Central to the debate was the effectiveness of existing provision in Public Elementary Schools on the bodies and minds of young children and the ability of working-class families, or more properly, mothers, to care for their children. Two central themes are identified, of transformation and regulation, and the article demonstrates how these were evident in the language used by nursery school teachers to describe their task, the practices they implemented and their conception of achievement. The article concludes that attempts by the nursery schools to transform lives through provision of education and welfare also served as a regulatory mechanism for both the children and their families and this has resonance with current initiatives which espouse rhetoric of social transformation but embody a regulatory purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10