Early Childhood and Care in England: When Pedagogy Is Wed to Politics

Autor/in	Aubrey, Carol
Titel	Early Childhood and Care in England: When Pedagogy Is Wed to Politics
Quelle	In: Journal of Early Childhood Research, 6 (2008) 1, S.7-21 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X07086586
Schlagwörter	Poverty; Early Childhood Education; Social Control; Criticism; Young Children; Political Influences; Foreign Countries; Child Care; Disadvantaged; Ethics; Global Approach; Educational Administration; Educational Policy; Educational Attitudes; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Armut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Kontrolle; Kritik; Frühe Kindheit; Political influence; Politischer Einfluss; Ausland; Kinderfürsorge; Kinderbetreuung; Ethik; Globales Denken; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform
Abstract	The introduction to this article will seek to present a distillation of Sally Lubeck's achievements in order to provide a benchmark of existing knowledge in the field of early childhood care and education from her perspective and an indication of its likely future. Her work, it is suggested, provides an exemplification of the new sociology of childhood that is theoretically grounded as well as morally and ethically committed. The contributions and challenges she made that are offered in this article focus on childhood in different cultures, the impact of globalization and the role of cross-national perspectives in the critical examination of our own national contexts. Poverty levels and the choice made by the US and UK to avoid redistribution of wealth are identified as a major source of disadvantage. The tension between decentralization, choice and lack of co-ordination on the one hand, and uniformity, centralization and social control on the other, is emphasized. It is in this context that policy-making in early childhood education is subjected to critical analysis. The possible contribution that the theories of Habermas can make to our understanding of progress and change was raised by Sally (Lubeck, 2001b) and expanded in this article as a means of response. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10