Sims, Margaret and Alexander, Elise and Pedey, Karma and Tiko, Lavinia (2018) What discourses relating to the purpose of early childhood are shaping the work of early childhood practitioners in three different contexts: UK, Bhutan and Fiji. Journal of Education and Learning, 7 (2). pp. 223-236. ISSN 1927-5250
Preview |
PDF
- Published Version
Download (214kB) | Preview |
Abstract
We explore the way dominant political discourses are perceived to influence developing professionalisation of
early childhood in three contexts. The UK is strongly influenced by the neoliberal agenda which positions
managerialism, bureaucracy, accountability and control as necessary to drive quality improvement. Bhutan has
been exposed to western ideologies for a short time (as time counts in human history) and is attempting to
manage tensions between western ideologies and the philosophy underpinning Gross National Happiness. Fiji
has a history of colonisation. With a growing commitment across Pacific nations to postcolonialism, Fiji
professionals are struggling to manage the intersection between their neoliberal western history and their own
postcolonial ambitions. We argue a better understanding of the ways in which dominant ideologies impact on the
development of early childhood professionalisation will uncover unintended, taken-for-granted assumptions and
illuminate potential risks, thus better positioning readers to make informed choices about their work and the
development of their profession.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Faculty of Arts, Law and Education (FALE) > School of Education |
| Depositing User: | Ms Shalni Sanjana |
| Date Deposited: | 18 Jun 2018 21:51 |
| Last Modified: | 18 Jun 2018 21:51 |
| URI: | https://repository.usp.ac.fj/id/eprint/10858 |
Actions (login required)
 |
View Item |