Abstract This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child’s reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child’s potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents’ socioeconomic status on their involvement or engagement in their children’s education.
{"title":"Approaches mothers of first graders use to deal with perceived reading difficulties","authors":"J. Sedlácková","doi":"10.1515/jped-2017-0008","DOIUrl":"https://doi.org/10.1515/jped-2017-0008","url":null,"abstract":"Abstract This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child’s reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child’s potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents’ socioeconomic status on their involvement or engagement in their children’s education.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74453439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article addresses access to high-quality education under a neoliberal mentality. It engages at both the discursive and material levels, by mapping how taken-for-granted truths about neoliberal policies circulate through the media. The media—newspapers, network channels, and news websites—have correlated quality education with socioeconomic status, which have effects of power in the fabrication of the productive citizen and low-performer, and in the perpetuation of the “class/room”. The unexpected deceitfulness of numbers operates as a rhizomatic regime of truths, conducting our ways of being and acting in the world. This analysis takes numbers as an actor to challenge the apparent representative and descriptive nature of standardized assessment outcomes, and the idea that competition, freedom of choice, and accountability are a means of securing equity, inclusion, and economic growth. The novels of Sir Arthur Conan Doyle, particularly those featuring the fictional character Sherlock Holmes, and the Sherlock Holmes adaptations portrayed by Benedict Cumberbatch in the TV series “Sherlock” have inspired the narrative of this story. Sherlock’s mind palace—a feature added to Holmes’ personality in the TV series—is put to great use in the narrative of this article.
{"title":"The adventure of the deceitful numbers","authors":"Melissa Andrade-Molina","doi":"10.1515/JPED-2017-0007","DOIUrl":"https://doi.org/10.1515/JPED-2017-0007","url":null,"abstract":"Abstract This article addresses access to high-quality education under a neoliberal mentality. It engages at both the discursive and material levels, by mapping how taken-for-granted truths about neoliberal policies circulate through the media. The media—newspapers, network channels, and news websites—have correlated quality education with socioeconomic status, which have effects of power in the fabrication of the productive citizen and low-performer, and in the perpetuation of the “class/room”. The unexpected deceitfulness of numbers operates as a rhizomatic regime of truths, conducting our ways of being and acting in the world. This analysis takes numbers as an actor to challenge the apparent representative and descriptive nature of standardized assessment outcomes, and the idea that competition, freedom of choice, and accountability are a means of securing equity, inclusion, and economic growth. The novels of Sir Arthur Conan Doyle, particularly those featuring the fictional character Sherlock Holmes, and the Sherlock Holmes adaptations portrayed by Benedict Cumberbatch in the TV series “Sherlock” have inspired the narrative of this story. Sherlock’s mind palace—a feature added to Holmes’ personality in the TV series—is put to great use in the narrative of this article.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87114964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.
{"title":"English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds","authors":"Kate Berniz, Andrew C. Miller","doi":"10.1515/jped-2017-0011","DOIUrl":"https://doi.org/10.1515/jped-2017-0011","url":null,"abstract":"Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82604344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions.
{"title":"Power and resistance in early childhood education: From dominant discourse to democratic experimentalism","authors":"P. Moss","doi":"10.1515/jped-2017-0001","DOIUrl":"https://doi.org/10.1515/jped-2017-0001","url":null,"abstract":"Abstract The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75418110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, I explore the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. I throw light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. I argue that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.
{"title":"Hierarchies of knowledge, incommensurabilities and silences in South African ECD policy: Whose knowledge counts?","authors":"Norma Rudolph","doi":"10.1515/jped-2017-0004","DOIUrl":"https://doi.org/10.1515/jped-2017-0004","url":null,"abstract":"Abstract Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, I explore the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. I throw light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. I argue that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76440250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers′ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragment the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.
{"title":"Doing state policy at preschool: An autoethnographic tale of universal access to ECEC in Australia","authors":"Z. Millei, B. Gobby, J. Gallagher","doi":"10.1515/jped-2017-0002","DOIUrl":"https://doi.org/10.1515/jped-2017-0002","url":null,"abstract":"Abstract In 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers′ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragment the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84710627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In German there is a long tradition of institutionalized daycare center-based early education. These institutions are concerned with Bildung, Erziehung und Betreuung - the education and care of children up to six years of age. Education and childrearing as well as care are all important but separate processes in German early childhood settings. Looking back, this theoretical division has a very long tradition. However, the energized public, political and professional discussions about the PISA results at the beginning of the 21st century led to Bildung and ECEC settings becoming increasingly important. Taking into account this complex and difficult historical development it is interesting to have a critical look at the dominant programmatic frames that characterize the German ECEC system nowadays: Bildung and quality of early education. The former double motif of education (Bildung und Erziehung) on the one hand and care (Betreuung) on the other hand remains an important aspect of German ECEC practices. Nevertheless, in the political arena and professional discourses Erziehung and Betreuung have been pushed into the background, to remain in symbolic form. Bildung and quality of early education seem to be in the spotlight. We will show how those programmatic frames have taken shape and are manifested in early childhood programs and projects.
在德国，以日托中心为基础的制度化早期教育有着悠久的传统。这些机构负责教育、教育和育儿，即对6岁以下儿童的教育和照顾。在德国的早期儿童环境中，教育和育儿以及照料都是重要的，但却是分开的过程。回过头来看，这种理论划分有着非常悠久的传统。然而，在21世纪初，关于PISA结果的激烈的公众、政治和专业讨论使得建设和ECEC的设置变得越来越重要。考虑到这一复杂而艰难的历史发展，对当今德国ECEC体系的主要方案框架进行批判性的审视是很有趣的:早期教育的培养和质量。教育(Bildung und Erziehung)与关怀(Betreuung)的双重母题仍然是德国ECEC实践的一个重要方面。然而，在政治舞台和专业话语中，二子鸿和贝伦被推到背景中，保持着象征性的形式。早期教育的培养和质量似乎成为人们关注的焦点。我们将展示这些纲领性框架是如何形成的，并在早期儿童计划和项目中得到体现。
{"title":"Bildung, Erziehung [education] and care in German early childhood settings – spotlights on current discourses","authors":"Annegret Frindte, J. Mierendorff","doi":"10.1515/jped-2017-0005","DOIUrl":"https://doi.org/10.1515/jped-2017-0005","url":null,"abstract":"Abstract In German there is a long tradition of institutionalized daycare center-based early education. These institutions are concerned with Bildung, Erziehung und Betreuung - the education and care of children up to six years of age. Education and childrearing as well as care are all important but separate processes in German early childhood settings. Looking back, this theoretical division has a very long tradition. However, the energized public, political and professional discussions about the PISA results at the beginning of the 21st century led to Bildung and ECEC settings becoming increasingly important. Taking into account this complex and difficult historical development it is interesting to have a critical look at the dominant programmatic frames that characterize the German ECEC system nowadays: Bildung and quality of early education. The former double motif of education (Bildung und Erziehung) on the one hand and care (Betreuung) on the other hand remains an important aspect of German ECEC practices. Nevertheless, in the political arena and professional discourses Erziehung and Betreuung have been pushed into the background, to remain in symbolic form. Bildung and quality of early education seem to be in the spotlight. We will show how those programmatic frames have taken shape and are manifested in early childhood programs and projects.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89763128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article analyses the Slovak preschool education sector using Bourdieu’s field theory. It describes stable and volatile points in the evolution of preschool education in terms of the power games occurring within the specific social field of power relations shaped during these games. It explores the groups of powerful players that represent the political, civic-professional and academic sub-fields exerting an influence over the preschool field who in different ways and at various times control the preschool field and structure within it the hierarchy of power relations in preschool education governance. The analysis is empirically illustrated; the power relations played out and were renewed when the national preschool curriculum was undergoing fundamental change. It describes the strategies, processes and consequences of changes in the power relations between the sub-fields and the associated behaviour of the actors. The analysis shows how the power conflicts ultimately led to the homologous relations between the sub-fields transforming into democratically- -structured power relations in preschool education governance.
{"title":"Topography of power relations in Slovak preschool sector based on Bourdieu’s field theory","authors":"O. Kaščák, B. Pupala","doi":"10.1515/jped-2017-0003","DOIUrl":"https://doi.org/10.1515/jped-2017-0003","url":null,"abstract":"Abstract The article analyses the Slovak preschool education sector using Bourdieu’s field theory. It describes stable and volatile points in the evolution of preschool education in terms of the power games occurring within the specific social field of power relations shaped during these games. It explores the groups of powerful players that represent the political, civic-professional and academic sub-fields exerting an influence over the preschool field who in different ways and at various times control the preschool field and structure within it the hierarchy of power relations in preschool education governance. The analysis is empirically illustrated; the power relations played out and were renewed when the national preschool curriculum was undergoing fundamental change. It describes the strategies, processes and consequences of changes in the power relations between the sub-fields and the associated behaviour of the actors. The analysis shows how the power conflicts ultimately led to the homologous relations between the sub-fields transforming into democratically- -structured power relations in preschool education governance.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83223925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
{"title":"Early child care education: Evidence from the new law in Chile","authors":"F. Castillo, M. Lobos","doi":"10.1515/jped-2017-0006","DOIUrl":"https://doi.org/10.1515/jped-2017-0006","url":null,"abstract":"Abstract In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90845961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.
{"title":"Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency","authors":"Effie Maclellan","doi":"10.1515/jped-2016-0012","DOIUrl":"https://doi.org/10.1515/jped-2016-0012","url":null,"abstract":"Abstract Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82337756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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