Beginning to Untangle the Strange Coupling of Power within a Neoliberal Early Education Context

Autor/inn/en	Brown, Christopher P.; Lan, Yi-Chin; Jeong, Hye In
Titel	Beginning to Untangle the Strange Coupling of Power within a Neoliberal Early Education Context
Quelle	In: International Journal of Early Years Education, 23 (2015) 2, S.138-152 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2015.1034093
Schlagwörter	Early Childhood Education; Neoliberalism; Power Structure; School Readiness; Educational Change; Governance; Politics of Education; Resistance to Change; Educational Policy; Preschool Education; Preschool Teachers; Case Studies; Policy Formation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neo-liberalism; Neoliberalismus; Readiness for school; School ability; Schulreife; Bildungsreform; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Case study; Fallstudie; Case Study; Politische Betätigung
Abstract	Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal conception of governance that frames policy solutions through economic rather than democratic terms. Such policies foster an image of the successful learner as one who becomes an earner and consumer rather than an active member of the larger democratic society. This shift in the conception of publicly supported early education affects teachers of young children in multiple ways. This article examines how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context. Examining their responses, which ultimately mimicked their policy-makers' neoliberal reforms, reveals the subtlety of these policies in overtaking their attempts to resist them. It also illuminates the challenges they and other early educators face as policy-makers' neoliberal policies continue to alter the purpose and direction of early childhood. Finally, it ends by considering the ways in which early educators working in similar contexts might respond to and navigate such reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01