Devastating Impacts? Investigating 'Edu-Quality' Discourse in Early Childhood Policy and Its Implications

Autor/in	Hunkin, Elise
Titel	Devastating Impacts? Investigating 'Edu-Quality' Discourse in Early Childhood Policy and Its Implications
Quelle	In: Journal of Education Policy, 36 (2021) 2, S.196-210 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1690709
Schlagwörter	Discourse Analysis; Educational Policy; Early Childhood Education; Child Care; Politics of Education; Educational Quality; Educational Change; Neoliberalism; Human Capital; Standards; Epistemology; Foreign Countries; Policy Analysis; Australia + Suchen Sie Ihr Suchwort? Diskursanalyse; Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Educational policy; Quality of education; Bildungsqualität; Bildungsreform; Neo-liberalism; Neoliberalismus; Humankapital; Standard; Erkenntnistheorie; Ausland; Politikfeldanalyse; Australien
Abstract	Within the broad landscape of early childhood education and care politics and policies, calling quality reform into question is a political act. As numerous scholars have pointed out, policy structures that measure and identify what constitutes quality (and what does not) are not value-free and reflect neoliberal human capital economic agenda whose effects are rapidly changing early childhood work. This paper investigates how quality reform in the early childhood sector has reinvigorated historical distinctions between early education and early care to elevate early education as 'quality' via standardisation and systematisation regimes. Drawing on the Australian context as a local example relational to the global, the paper theorises that 'edu-quality' discourse and agenda problematically constructs early care work as intertwined with but also separate from early education inputs and outputs, attributing it unequal import and impact. The paper concludes by emphasising the need for sector stakeholders and advocates to challenge the ontological and epistemological distinctions and conflations that underpin edu-quality politics and policies. (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