Silence, Resistance, and Acceptance? An Analysis of Early Childhood Education and Care Policy in Norway

Autor/inn/en	Korsvold, Tora; Nygård, Mette
Titel	Silence, Resistance, and Acceptance? An Analysis of Early Childhood Education and Care Policy in Norway
Quelle	In: Nordic Journal of Studies in Educational Policy, 8 (2022) 3, S.225-234 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20020317.2022.2148406
Schlagwörter	Early Childhood Education; Child Care; Political Attitudes; Government Publications; Educational Policy; Foreign Countries; Learning Processes; Holistic Approach; School Readiness; Policy Analysis; Language Skills; Mathematics Skills; Social Structure; Preschool Teachers; Administrative Organization; Accountability; Social Systems; Educational Philosophy; Norway + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Ausland; Learning process; Lernprozess; Holistischer Ansatz; Readiness for school; School ability; Schulreife; Politikfeldanalyse; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sozialstruktur; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Verantwortung; Social system; Soziales System; Bildungsphilosophie; Erziehungsphilosophie; Norwegen
Abstract	The main purpose of this article is to explore and develop a basic understanding of a new formulation of children's learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective on children's learning towards a heavier emphasis on school readiness, mathematics, and linguistic skills. And it is this latter approach which is our topic here. The research question is as follows: What transformations can be identified in learning discourses in the Norwegian government's White papers? Analysing political reports will help us identify discourses, including the power and resistance of the ECEC professionals. For this purpose, Fairclough's three-dimensional analysis model is an appropriate way to analyse dynamic processes of recontextualization and reconceptualization. His analysis includes three levels: social structure, social practices and social events, with the aim being to discover how the existing order of discourse is being reproduced or reconstructed. Further, the concept of interdiscursivity describes how texts draw on previous and existing discourses. The article identifies movements and complexity both in policies and among professionals. The learning discourses are strongly influenced by New Public Management in the way of individualization, assessment and accountability. There are signs of silence and acceptance, but resistance and countermovements are also present in the field of ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01