Affirmative Discourse Intervention: A Framework for Re-Democratising Engagement with Education Policy Discourse

Autor/inn/en	Hunkin, Elise; Kilderry, Anna; Nolan, Andrea
Titel	Affirmative Discourse Intervention: A Framework for Re-Democratising Engagement with Education Policy Discourse
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 2, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilderry, Anna) ORCID (Nolan, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120966103
Schlagwörter	Educational Policy; Educational Change; Neoliberalism; Educational Theories; Discourse Analysis; Intervention; Early Childhood Education; Preschool Teachers; Ethics; Models; Foreign Countries; Democracy; Policy Analysis; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Neo-liberalism; Neoliberalismus; Educational theory; Theory of education; Bildungstheorie; Diskursanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethik; Analogiemodell; Ausland; Demokratie; Politikfeldanalyse; Australien
Abstract	In recent times, education policy and reform discourses have become increasingly politicised by neo-liberalism, with critical policy methodologies struggling to catch up. Critical policy sociologists have noted that critical commentaries rarely succeed in changing or impacting dominant education policy pathways. This article presents a framework for critical engagement in education policy drawing on Foucauldian notions of governmentality, with the aim to imagine a path to policy discourse intervention, or truth-telling. The 'affirmative discourse intervention' model comprises three interrelated processes to engage and respond to discourse as a function of governmentality: discourse recognition, discourse disruption and discourse agency. The article outlines the affirmative discourse intervention model and its theoretical underpinnings, then draws on data from the recent and ongoing Australian early childhood quality reform policy to illustrate the affirmative discourse intervention processes in application. The final section offers possibilities that emerge when re-imagining discourse agency in early childhood education and invites further commentary. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11