Neoliberalism, Global Poverty Policy and Early Childhood Education and Care: A Critique of Local Uptake in England

Autor/inn/en	Simpson, Donald; Lumsden, Eunice; McDowall Clark, Rory
Titel	Neoliberalism, Global Poverty Policy and Early Childhood Education and Care: A Critique of Local Uptake in England
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 1, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.969199
Schlagwörter	Foreign Countries; Neoliberalism; Poverty; Early Childhood Education; Public Policy; Child Care; Preschool Teachers; Teacher Attitudes; Teaching Methods; Child Welfare; Social Attitudes; Parents; Child Rearing; Semi Structured Interviews; Power Structure; Parent Teacher Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Armut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Öffentliche Ordnung; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kindeswohl; Social attidude; Soziale Einstellung; Eltern; Kindererziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The global rise of a neoliberal "new politics of parenting" discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners' practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01