Policies of Quality and Autonomy in Times of Economic Crisis: Governing the Sector of Early Childhood Education and Care

Autor/inn/en	Kalogerakis, Panagiotis; Tsatsaroni, Anna
Titel	Policies of Quality and Autonomy in Times of Economic Crisis: Governing the Sector of Early Childhood Education and Care
Quelle	In: Education Policy Analysis Archives, 30 (2022) 87, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kalogerakis, Panagiotis) ORCID (Tsatsaroni, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Policy; Educational Quality; Economic Factors; Early Childhood Education; Child Care; Foreign Countries; Governance; Equal Education; Institutional Autonomy; Greece + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ökonomischer Faktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Ausland; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Institutionelle Autonomie; Griechenland
Abstract	This study focuses on the debate surrounding global policies and practices related to the sector of Early Childhood Education and Care (ECEC), utilizing the Greek policy context as an example. Drawing on the critical education policy studies literature, this paper interrogates the complex concepts of quality and autonomy, which are core in the global agenda. We do this by exploring how the international and national austerity measures, imposed in many countries -- and especially in Greece, marked by a devastating economic crisis in the last decade -- have affected their re-interpretation and translation. Our empirical data suggest that municipal ECEC directors, interviewed in the context of our research, hold diverse views on quality, raising issues of inequality, limited participation and low attainment. The study generates reflections, suggesting that the idea of autonomy has been systematically associated with Greece's economic struggles and therefore understood and re-interpreted by the participants in a constrained way that limits their action. The way these notions are re-contextualized at the municipal level, and the consequences for ECEC provision, pose as key issues of this research. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01