A Discussion on Student Use of Theoretical Frameworks for the Analysis of Discourse and Policy within ECE

Abstract

The aim of this paper is to explore theoretical frameworks that align with critical pedagogy to inform critical analysis of issues within early childhood education (ECE). This paper is particularly aimed at early childhood student teachers engaging in analysis of discourse and policy associated with ECE in Aotearoa New Zealand, but may hold relevance to other fields and disciplines. The paper begins by defining the concept of critical pedagogy and a theoretical framework, and then proceeds to outline examples of theoretical frameworks relevant to critical pedagogy and ECE. Attention is given to key concepts associated with Freire, Foucault, Bourdieu, and kaupapa Māori. Banking education is the central theme within the framework of Freire; mapping discourse for Foucault, social order and forms of capital for Bourdieu and finally the concepts of ako, poutama and tuakana/teina associated with kaupapa Māori. The paper concludes by highlighting the value of using a theoretical framework informed by critical pedagogy to probe the social landscape for points of inclusion, exclusion and marginalisation. It is concluded that without such a theoretical framework the analysis of educational policy and discourse is likely to verge on a mere stating of current positions, rather than challenging and seeking to reposition issues in support of social justice: a restating as it were.