Narrative Identity and Early Childhood Education

Autor/in	Farquhar, Sandy
Titel	Narrative Identity and Early Childhood Education
Quelle	In: Educational Philosophy and Theory, 44 (2012) 3, S.289-301 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00656.x
Schlagwörter	Foreign Countries; National Curriculum; Early Childhood Education; Young Children; Culturally Relevant Education; Role of Education; Social Justice; Educational Philosophy; Educational Environment; Politics of Education; Educational Policy; Economic Factors; Policy Analysis; Educational Principles; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungsauftrag; Soziale Gerechtigkeit; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Politics of education; Ökonomischer Faktor; Politikfeldanalyse; Bildungsprinzip; Neuseeland
Abstract	An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whariki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's "capable subject" is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10