En/Countering the Doings of Standards in Early Childhood Education: Drawing on Actor-Network Theory to Trace Enactments of and Resistances to Emerging Sociomaterial Policy Assemblages

Autor/inn/en	Oosterhoff, Arda; Thompson, Terrie Lynn; Oenema-Mostert, Ineke; Minnaert, Alexander
Titel	En/Countering the Doings of Standards in Early Childhood Education: Drawing on Actor-Network Theory to Trace Enactments of and Resistances to Emerging Sociomaterial Policy Assemblages
Quelle	In: Journal of Education Policy, 38 (2023) 6, S.963-984 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oosterhoff, Arda) ORCID (Thompson, Terrie Lynn) ORCID (Minnaert, Alexander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2022.2161639
Schlagwörter	Early Childhood Education; Standards; Resistance (Psychology); Educational Policy; Early Childhood Teachers; Teacher Attitudes; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Standard; Resistenz; Politics of education; Bildungspolitik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Niederlande
Abstract	There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional 'object interviews'. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices -- and policies that shape these practices -- might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01