Discourses of Economic Investment and Child Vulnerability in Early Childhood Education

Autor/in	Mitchell, Linda
Titel	Discourses of Economic Investment and Child Vulnerability in Early Childhood Education
Quelle	In: Waikato Journal of Education, 22 (2017) 1, S.25-35 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Policy; Economic Factors; Economics; Values; Policy Formation; Social Justice; Democratic Values; Access to Education; Educational Finance; Politics of Education; Teaching Methods; Family Involvement; Curriculum; Educational Quality; Free Enterprise System; Social Change; At Risk Students; Economically Disadvantaged; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Ökonomischer Faktor; Volkswirtschaftslehre; Wertbegriff; Politische Betätigung; Soziale Gerechtigkeit; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Educational policy; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Quality of education; Bildungsqualität; Freie Wirtschaft; Sozialer Wandel; Neuseeland
Abstract	This article explores discourses of economic investment and child vulnerability that have become dominant under New Zealand's National-led Government as a rationale for policy directions in early childhood education. It highlights the need for explicit values about children and childhood to be a basis for early childhood policy development, with a commitment to equity and democratic citizenship being a good place to start. The article draws on policy document analysis, policy evaluations and research to argue that current policies have run counter to a democratic view of citizenship, and led to a swing away from universal approaches to education for all towards targeted interventions for priority children. At the same time, a drive for measurable outcomes is in danger of funnelling early childhood education into narrow goals that bypass a broad view of what education might possibly be. Ideas for future policy directions are discussed. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01