Power and Resistance in Early Childhood Education: From Dominant Discourse to Democratic Experimentalism

Autor/in	Moss, Peter
Titel	Power and Resistance in Early Childhood Education: From Dominant Discourse to Democratic Experimentalism
Quelle	In: Journal of Pedagogy, 8 (2017) 1, S.11-32 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.1515/jped-2017-0001
Schlagwörter	Power Structure; Early Childhood Education; Democratic Values; Educational Policy; Educational Practices; Neoliberalism; Educational Change; Global Approach; Discourse Analysis; Policy Formation; Educational Quality; Foreign Countries; Social Change; Criticism; Social Structure; Educational Philosophy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Bildungspraxis; Neo-liberalism; Neoliberalismus; Bildungsreform; Globales Denken; Diskursanalyse; Politische Betätigung; Quality of education; Bildungsqualität; Ausland; Sozialer Wandel; Kritik; Sozialstruktur; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01