What Discourses Relating to the Purpose of Early Childhood Are Shaping the Work of Early Childhood Practitioners in Three Different Contexts: UK, Bhutan and Fiji?

Autor/inn/en	Sims, Margaret; Alexander, Elise; Pedey, Karma; Tausere-Tiko, Lavinia
Titel	What Discourses Relating to the Purpose of Early Childhood Are Shaping the Work of Early Childhood Practitioners in Three Different Contexts: UK, Bhutan and Fiji?
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.223-236 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Early Childhood Education; Neoliberalism; Comparative Education; Mixed Methods Research; Foreign Policy; Cultural Influences; Political Attitudes; Occupations; Professional Recognition; Grounded Theory; Online Surveys; Content Analysis; United Kingdom; Bhutan; Fiji + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neo-liberalism; Neoliberalismus; Vergleichende Erziehungswissenschaft; Außenpolitik; Cultural influence; Kultureinfluss; Political attitude; Politische Einstellung; Beruf; Berufsumfeld; Inhaltsanalyse; Großbritannien; Fidschi
Abstract	We explore the way dominant political discourses are perceived to influence developing professionalisation of early childhood in three contexts. The UK is strongly influenced by the neoliberal agenda which positions managerialism, bureaucracy, accountability and control as necessary to drive quality improvement. Bhutan has been exposed to western ideologies for a short time (as time counts in human history) and is attempting to manage tensions between western ideologies and the philosophy underpinning Gross National Happiness. Fiji has a history of colonisation. With a growing commitment across Pacific nations to postcolonialism, Fiji professionals are struggling to manage the intersection between their neoliberal western history and their own postcolonial ambitions. We argue a better understanding of the ways in which dominant ideologies impact on the development of early childhood professionalisation will uncover unintended, taken-for-granted assumptions and illuminate potential risks, thus better positioning readers to make informed choices about their work and the development of their profession. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01