Out of Place: Economic Imperialisms in Early Childhood Education

Autor/in	Stuart, Margaret
Titel	Out of Place: Economic Imperialisms in Early Childhood Education
Quelle	In: Educational Philosophy and Theory, 48 (2016) 2, S.138-149 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.971094
Schlagwörter	Educational Philosophy; Early Childhood Education; Preschool Curriculum; Foreign Countries; Curriculum Implementation; Educational Policy; Human Capital; Economic Factors; Preschool Teachers; Educational Practices; Educational Objectives; Indigenous Knowledge; Sociocultural Patterns; Ethnic Groups; Pacific Islanders; New Zealand + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Politics of education; Bildungspolitik; Humankapital; Ökonomischer Faktor; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Soziokulturelle Theorie; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Neuseeland
Abstract	New Zealand has received world-wide accolades for its Early Childhood Education (ECE) curriculum, Te Whariki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whariki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered by the overarching policy discourse of Human Capital Theory (HCT), with its instrumental emphasis on economic outcomes. While Te Whariki offers local cultural and educational possibilities, HCT is presented by those espousing economic disciplines, as having universal application. These tensions, largely unacknowledged and unexplored, place ECE teachers in positions of difficulty. While trying to meet aspirational curriculum goals in their daily practices, teachers' attempts are constrained by supranational economic discourses. I ask how Edward Said's (1999, "Out of place: A memoir," New York, Knopf) concept of contrapuntal readings can offer spaces for resistance to the dominance of economics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01