Literaturnachweis - Detailanzeige
Autor/in | Kampichler, Martina |
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Titel | Parallel Worlds? Parental Rationalities of Governing Children in the Context of the Diversifying Czech Pre-School System |
Quelle | In: European Early Childhood Education Research Journal, 29 (2021) 2, S.250-260 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kampichler, Martina) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2021.1895266 |
Schlagwörter | Educational Quality; Foreign Countries; Governance; Early Childhood Education; Child Care; Social Differences; Educational Philosophy; Parent Attitudes; Competition; Preschools; Teaching Methods; Czech Republic Quality of education; Bildungsqualität; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Sozialer Unterschied; Bildungsphilosophie; Erziehungsphilosophie; Elternverhalten; Wettkampf; Teaching method; Lehrmethode; Unterrichtsmethode; Tschechische Republik |
Abstract | This article focuses on different rationalities of governing children in the context of different ECEC facilities, how the rationalities potentially influence the ways children are cared for and educated, and how this is related to the reproduction of social inequalities. Inspired by Foucault's work on "government," it focuses on the ways parents understand how their children should be formed by their ECEC facilities. Different parental rationalities of the government of their children in relation to different ECEC settings are found to potentially accelerate social inequalities. Based on the presented findings, the article calls for widening the discussion on "high-quality care." (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 |