Generating Visionary Policy for Early Childhood Education and Care: Politicians' and Early Childhood Sector Advocate/Activists' Perspectives

Autor/inn/en	Bown, Kathryn; Sumsion, Jennifer
Titel	Generating Visionary Policy for Early Childhood Education and Care: Politicians' and Early Childhood Sector Advocate/Activists' Perspectives
Quelle	In: Contemporary Issues in Early Childhood, 17 (2016) 2, S.192-209 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949116641511
Schlagwörter	Early Childhood Education; Foreign Countries; Decision Making; Semi Structured Interviews; Child Care; Politics; Political Candidates; Politics of Education; Activism; Advocacy; Political Influences; Political Attitudes; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Decision-making; Entscheidungsfindung; Kinderfürsorge; Kinderbetreuung; Politik; Educational policy; Bildungspolitik; Aktivismus; Politischer Protest; Sozialanwaltschaft; Political influence; Politischer Einfluss; Political attitude; Politische Einstellung; Politics of education; Australien
Abstract	This article contributes to the global conversation about generating a "vision" in early childhood education and care policy by reporting on an investigation of influences on politicians' policy decisions in early childhood education and care in Australia. This article is inspired by the provocations of social and political theorists who question the status quo and how society might be imagined, using policy as a potential method by which to achieve better futures. Guided by this broad agenda, this article reports on an empirical study that sought (1) politician participants' visions for early childhood education and care policy and (2) early childhood sector representatives' views on how visionary policy might be generated and, conversely, their perceptions of how visionary policy comes to be impeded. In Australia, an apparent impediment to achieving visionary policy is the perceived fragmentation of the early childhood education and care sector, a policy problem regularly raised in early childhood education and care literature globally and reflected in the findings of the study reported here. Following the work of Sara Ahmed, the authors question the cultural politics of characterizing the early childhood education and care sector as fragmented and how this description might also be inscribed on the surfaces of individual and collective bodies as a totalizing and disciplining strategy. The practice of "agonism" is proposed as a potentially generative conceptual tool for examining the material effects of being characterized as "fragmented," and for reconfiguring political and public spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01