Learning Hierarchy and Displacing Conviviality: Time and Subjectivity in the Neoliberal Kindergarten

Autor/in	Kromidas, Maria
Titel	Learning Hierarchy and Displacing Conviviality: Time and Subjectivity in the Neoliberal Kindergarten
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 4, S.491-510 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1817972
Schlagwörter	Kindergarten; Neoliberalism; Time Management; Social Systems; Grades (Scholastic); Reading Skills; Power Structure; Childrens Attitudes; Literacy Education; Self Concept; Child Development; Interpersonal Relationship; Benchmarking; Reading Achievement; Affective Behavior; Peer Relationship; Educational Practices; New York (New York) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Zeitmanagement; Social system; Soziales System; Notenspiegel; Reading skill; Lesefertigkeit; Selbstkonzept; Kindesentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Leseleistung; Affective disturbance; Active behaviour; Affektive Störung; Peer-Beziehungen; Bildungspraxis
Abstract	This article argues that reading levels, a seemingly neutral aspect of literacy instruction of neoliberal schooling, initiate students into the symbolic templates of capitalism. I explore young children's effects, relations, and interpretation of the field of meanings surrounding reading levels and grades in a kindergarten classroom in the U.S. I demonstrate how ranking had profound yet subtle effects on children's being and becoming by imposing development's normative temporality in the social relations of learning, and imbuing the emotions of learning with its logic. While evaluation inculcates individualised subjectivities that are crucial to the reproduction of hierarchical relations, this process is imperfect and a site of struggle. I demonstrate how evaluation's subjugating power contended with children' already existing convivial ways of being and relating. I conclude that educators must reimagine learning with and through children's perspectives so that liberatory possibilities of schooling can flourish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01