Pub Date : 2024-09-17DOI: 10.1177/14782103241283106
Amy McPherson, Jo Lampert
The COVID-19 pandemic has worsened the shortage of teachers worldwide. Shortages have been reported globally including in countries such as the UK, Netherlands, France, Japan, New Zealand and the United States. In Australia, persistent challenges in teacher recruitment, and retention, especially in disadvantaged schools have worsened, with rural and remote schools struggling to attract teachers, as well as urban schools in disadvantaged areas necessitating fast-tracked policy measures have been necessitated to address the teacher shortage. This paper focuses on teacher workforce policy given its prominence in the conceptualising and responding to teacher workforce shortages. The paper seeks to explore state-level teacher workforce texts with a focus on the ways workforce issues are constructed at a time of chronic teacher shortages. Utilising thematic analysis of six stated development policy texts, the paper argues state responses continue to emphasise teacher workforce planning based on a labour market perspective that prioritises teacher recruitment as the primary mechanism for addressing the teacher shortages. A delay in addressing the conditions of teachers’ work and the status of the profession as well as a notable inattention to priority areas such as hard-to-staff schools is also noted.
{"title":"An analysis of Australian teacher workforce policy: Challenges and opportunities for teacher recruitment and retention","authors":"Amy McPherson, Jo Lampert","doi":"10.1177/14782103241283106","DOIUrl":"https://doi.org/10.1177/14782103241283106","url":null,"abstract":"The COVID-19 pandemic has worsened the shortage of teachers worldwide. Shortages have been reported globally including in countries such as the UK, Netherlands, France, Japan, New Zealand and the United States. In Australia, persistent challenges in teacher recruitment, and retention, especially in disadvantaged schools have worsened, with rural and remote schools struggling to attract teachers, as well as urban schools in disadvantaged areas necessitating fast-tracked policy measures have been necessitated to address the teacher shortage. This paper focuses on teacher workforce policy given its prominence in the conceptualising and responding to teacher workforce shortages. The paper seeks to explore state-level teacher workforce texts with a focus on the ways workforce issues are constructed at a time of chronic teacher shortages. Utilising thematic analysis of six stated development policy texts, the paper argues state responses continue to emphasise teacher workforce planning based on a labour market perspective that prioritises teacher recruitment as the primary mechanism for addressing the teacher shortages. A delay in addressing the conditions of teachers’ work and the status of the profession as well as a notable inattention to priority areas such as hard-to-staff schools is also noted.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248958","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}
Pub Date : 2024-09-14DOI: 10.1177/14782103241283741
Carlos Rojas, Wieland Wermke
This article analyses the Swedish case of the government’s funding for equity, which annually provides over 600 million euros to improve equity. Being one of the largest funding schemes ever for work towards educational equity it also provides full autonomy for local education authorities (LEAs) to use the money at their discretion. By studying local decisions through interviews and analysing applications and plans in nine cases, we deepen our understanding of governance relations between state, LEAs and schools. Our findings show that funding is used mostly for general purposes, rather than for specific measures to improve equity. Dynamics of governance that mitigate improvements in equity are also found. LEAs take advantage of their position as receivers and distributors of the funding to local schools, deciding what equity is and how to invest in improving it, rather than passing funds to their school units and let them decide on its use.
{"title":"Governance dynamics and local autonomy in large-scale governmental funding: The case of Sweden’s campaign to improve equity","authors":"Carlos Rojas, Wieland Wermke","doi":"10.1177/14782103241283741","DOIUrl":"https://doi.org/10.1177/14782103241283741","url":null,"abstract":"This article analyses the Swedish case of the government’s funding for equity, which annually provides over 600 million euros to improve equity. Being one of the largest funding schemes ever for work towards educational equity it also provides full autonomy for local education authorities (LEAs) to use the money at their discretion. By studying local decisions through interviews and analysing applications and plans in nine cases, we deepen our understanding of governance relations between state, LEAs and schools. Our findings show that funding is used mostly for general purposes, rather than for specific measures to improve equity. Dynamics of governance that mitigate improvements in equity are also found. LEAs take advantage of their position as receivers and distributors of the funding to local schools, deciding what equity is and how to invest in improving it, rather than passing funds to their school units and let them decide on its use.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248962","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}
Pub Date : 2024-09-14DOI: 10.1177/14782103241280569
Gianluca Coeli, Pere Soler-Masó, Anna Planas-Lladó
An extensive literature has been produced to interpret the transformations that have taken place in education as an expression of the expansion of neoliberal rationality in public policies. This study adopts a mixed method, combining quantitative (text mining) and qualitative approaches (computer-assisted discourse analysis), with the aim of determining/verifying/analysing the permeability of the educational projects of state secondary schools in the city of Barcelona with regard to the neoliberal educational paradigm. Taking into account the occurrence of specific node words (such as work, competition, quality, and company), the results highlight the construction of an educational discourse focused on teaching oriented towards the needs of the new labour market, thus allowing schools to become one of the institutions that contribute to shaping a new type of subject: the flexible, emotionally stable, self-enterprising person who always needs to acquire new skills to increase her ‘human capital’.
{"title":"Tracing neoliberal discourse in school documentation. The analysis of educational projects in Barcelona state schools","authors":"Gianluca Coeli, Pere Soler-Masó, Anna Planas-Lladó","doi":"10.1177/14782103241280569","DOIUrl":"https://doi.org/10.1177/14782103241280569","url":null,"abstract":"An extensive literature has been produced to interpret the transformations that have taken place in education as an expression of the expansion of neoliberal rationality in public policies. This study adopts a mixed method, combining quantitative (text mining) and qualitative approaches (computer-assisted discourse analysis), with the aim of determining/verifying/analysing the permeability of the educational projects of state secondary schools in the city of Barcelona with regard to the neoliberal educational paradigm. Taking into account the occurrence of specific node words (such as work, competition, quality, and company), the results highlight the construction of an educational discourse focused on teaching oriented towards the needs of the new labour market, thus allowing schools to become one of the institutions that contribute to shaping a new type of subject: the flexible, emotionally stable, self-enterprising person who always needs to acquire new skills to increase her ‘human capital’.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248963","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}
Pub Date : 2024-09-14DOI: 10.1177/14782103241278163
Liyun Wendy Choo, Joshua Sarpong
This special issue of Policy Futures in Education invited authors to consider and re-consider the global-local relationship in education policies. Collectively, the articles in this special issue reflect the dominant perspectives among scholars and practitioners interested in research on globalisation and education, where studies investigated how intertwined worldwide discourses, processes, and institutions affect local educational practices and policies. They underscore both structural and agency processes and the cultural divergences that emerged locally as local institutions and players recontextualise and remake these global policies and discourses. Most articles begin with the narrative of how intergovernmental organisations such as UNESCO, the OECD and the World Bank contributed to disseminating worldwide discourses on human capital and lifelong learning for economic development, which are reflected in many national education policy documents. In line with the dominant perspectives on globalisation and education, the authors largely frame globalisation as a realm of reality with agency that interacts with and transforms another realm of existence, the local. They then demonstrate how the local dimension is and can also be agentic in that local governments, institutions, and people did not adopt these global initiatives wholesale; they adapted and transformed these initiatives to suit the local contexts and needs, resulting in various local variations. Overall, the collection of papers highlights how the global-local relationship is a multi-layered process involving diffusion, adoption, and adaptation.
{"title":"Guest editorial: Considering the global-local relationships in education","authors":"Liyun Wendy Choo, Joshua Sarpong","doi":"10.1177/14782103241278163","DOIUrl":"https://doi.org/10.1177/14782103241278163","url":null,"abstract":"This special issue of Policy Futures in Education invited authors to consider and re-consider the global-local relationship in education policies. Collectively, the articles in this special issue reflect the dominant perspectives among scholars and practitioners interested in research on globalisation and education, where studies investigated how intertwined worldwide discourses, processes, and institutions affect local educational practices and policies. They underscore both structural and agency processes and the cultural divergences that emerged locally as local institutions and players recontextualise and remake these global policies and discourses. Most articles begin with the narrative of how intergovernmental organisations such as UNESCO, the OECD and the World Bank contributed to disseminating worldwide discourses on human capital and lifelong learning for economic development, which are reflected in many national education policy documents. In line with the dominant perspectives on globalisation and education, the authors largely frame globalisation as a realm of reality with agency that interacts with and transforms another realm of existence, the local. They then demonstrate how the local dimension is and can also be agentic in that local governments, institutions, and people did not adopt these global initiatives wholesale; they adapted and transformed these initiatives to suit the local contexts and needs, resulting in various local variations. Overall, the collection of papers highlights how the global-local relationship is a multi-layered process involving diffusion, adoption, and adaptation.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248960","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}
Pub Date : 2024-09-14DOI: 10.1177/14782103241283143
Sheraz Akhtar, Patrick Keeney
This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.
{"title":"Perpetual emergency education: Urban refugee education in Thailand is disrupted during the COVID-19","authors":"Sheraz Akhtar, Patrick Keeney","doi":"10.1177/14782103241283143","DOIUrl":"https://doi.org/10.1177/14782103241283143","url":null,"abstract":"This study examines the impact of the COVID-19 pandemic on the education of Pakistani refugees in Bangkok, Thailand. It also assesses the effectiveness of emergency education (i.e., education in emergencies) provided by international non-governmental organizations (INGOs) in meeting the educational needs of refugees. The research focuses on the intersection of the refugee situation and COVID-19 restrictions, exploring how INGOs’ emergency education programs have addressed the needs of refugee children. The study also discusses the challenges faced by refugee children, the ethical implications of INGOs’ emergency education interventions, and the long-term educational prospects of refugee children. It highlights the concept of “perpetual emergency education,” which has created a significant gap between policies and practices. As a result, the study suggests that a more sustainable approach to refugee education is needed, recommending the integration of human rights and development-based education strategies into emergency education. This approach aims to narrow the gap and create a more resilient education system, particularly for urban refugees.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248961","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}
Pub Date : 2024-09-12DOI: 10.1177/14782103241280570
Steven A Stolz, Maurizio Toscano
This essay uses a fictional narrative to explore the phenomenon of Pretendians in the contemporary university. Summer, who is one of the protagonists in the fictional dialogue, self-identifies as Indigenous, and is hired as an academic based on this identity, and according to affirmative action policies. Whilst working as an Indigenous academic for several years, suspicions are raised and accusations of pretending to be Indigenous are levelled at her. In each instance, she doubles-down and rejects the accusations until evidence is produced to prove that she was falsely and knowingly passing herself off as Indigenous. We critically discuss and analyse the fictional dialogue as part of our inquiry into Pretendianism, and argue that if an individual pretends to possess one or more protected attributes, and the individual knows that they do not possess said attributes, it is to perpetrate a grave injustice that goes beyond mere identity fraud. We conclude that Pretendian cases bring to our attention how contemporary university policies have the potential to be subverted in ways that are counter-productive to those individual and groups they sought to benefit, particularly if action is not taken to close policy loopholes.
{"title":"A narrative approach exploring the phenomenon of Pretendians in the contemporary university","authors":"Steven A Stolz, Maurizio Toscano","doi":"10.1177/14782103241280570","DOIUrl":"https://doi.org/10.1177/14782103241280570","url":null,"abstract":"This essay uses a fictional narrative to explore the phenomenon of Pretendians in the contemporary university. Summer, who is one of the protagonists in the fictional dialogue, self-identifies as Indigenous, and is hired as an academic based on this identity, and according to affirmative action policies. Whilst working as an Indigenous academic for several years, suspicions are raised and accusations of pretending to be Indigenous are levelled at her. In each instance, she doubles-down and rejects the accusations until evidence is produced to prove that she was falsely and knowingly passing herself off as Indigenous. We critically discuss and analyse the fictional dialogue as part of our inquiry into Pretendianism, and argue that if an individual pretends to possess one or more protected attributes, and the individual knows that they do not possess said attributes, it is to perpetrate a grave injustice that goes beyond mere identity fraud. We conclude that Pretendian cases bring to our attention how contemporary university policies have the potential to be subverted in ways that are counter-productive to those individual and groups they sought to benefit, particularly if action is not taken to close policy loopholes.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211917","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}
Pub Date : 2024-09-12DOI: 10.1177/14782103241283192
Marianna Papastephanou, Elena Antonacopoulou, Kalli Drousioti
After many years of dominant anti-utopianism, there has been a resurgent and fruitful interest in utopian thought across disciplines. In our uncertain times, many theorists call for a rethinking of what counts as a desirable future. We respond to this call from an interdisciplinary perspective on the interconnectedness, and potential common cause, of utopian philosophy, organization theory and pedagogy. The present essay aims to: contribute to policy futures a nuanced account of utopian thought; enrich the theoretical conceptual toolkit with the interpretive categories of utopianization and dystopianization; and indicate the ambiguous politics of the utopianized task ‘to rethink’. By exploring ‘rethinking’ in a counter-utopian manner, we hope to illustrate complexities of imagined futures that compel investigation of interdisciplinary utopian synergies and tensions.
{"title":"Rethinking, policy futures and utopianism","authors":"Marianna Papastephanou, Elena Antonacopoulou, Kalli Drousioti","doi":"10.1177/14782103241283192","DOIUrl":"https://doi.org/10.1177/14782103241283192","url":null,"abstract":"After many years of dominant anti-utopianism, there has been a resurgent and fruitful interest in utopian thought across disciplines. In our uncertain times, many theorists call for a rethinking of what counts as a desirable future. We respond to this call from an interdisciplinary perspective on the interconnectedness, and potential common cause, of utopian philosophy, organization theory and pedagogy. The present essay aims to: contribute to policy futures a nuanced account of utopian thought; enrich the theoretical conceptual toolkit with the interpretive categories of utopianization and dystopianization; and indicate the ambiguous politics of the utopianized task ‘to rethink’. By exploring ‘rethinking’ in a counter-utopian manner, we hope to illustrate complexities of imagined futures that compel investigation of interdisciplinary utopian synergies and tensions.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211916","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}
Pub Date : 2024-09-09DOI: 10.1177/14782103241282373
Felippe Constancio
Research on the digital divide in sub-Saharan education needs an overview of its conceptual developments and practices since the studies in the field of the digital divide emerged and were established around the mid-1990s. The present systematic literature review fills such a gap by using mixed methods to analyse three aspects of research on the theme and context. Considering a sample of 54 studies, the selected aspects to analyse were key representations (of regions, areas of education, and focused groups), general elements to influence the exclusion of digital education, and adopted research designs. Results led discussions concerning significant imbalanced representations of subjects, localisation of characteristics of the elements across regions, and hidden spots and limitations of research impact, potentially motivated by theory-ladenness. The present study intends to contribute to the development of digital divide studies contextualising sub-Saharan regions with comments based on thorough examinations of attainments and failures of previous endeavours, contributing to more successful future research as a consequence.
{"title":"The digital divide research in sub-Saharan education: Representations, localisation of elements, and theoretical implications","authors":"Felippe Constancio","doi":"10.1177/14782103241282373","DOIUrl":"https://doi.org/10.1177/14782103241282373","url":null,"abstract":"Research on the digital divide in sub-Saharan education needs an overview of its conceptual developments and practices since the studies in the field of the digital divide emerged and were established around the mid-1990s. The present systematic literature review fills such a gap by using mixed methods to analyse three aspects of research on the theme and context. Considering a sample of 54 studies, the selected aspects to analyse were key representations (of regions, areas of education, and focused groups), general elements to influence the exclusion of digital education, and adopted research designs. Results led discussions concerning significant imbalanced representations of subjects, localisation of characteristics of the elements across regions, and hidden spots and limitations of research impact, potentially motivated by theory-ladenness. The present study intends to contribute to the development of digital divide studies contextualising sub-Saharan regions with comments based on thorough examinations of attainments and failures of previous endeavours, contributing to more successful future research as a consequence.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211918","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}
Pub Date : 2024-09-04DOI: 10.1177/14782103241281893
Yana Suchikova, Serhii Nazarovets
{"title":"Redefining sabbaticals: A strategic investment in early career researchers’ futures","authors":"Yana Suchikova, Serhii Nazarovets","doi":"10.1177/14782103241281893","DOIUrl":"https://doi.org/10.1177/14782103241281893","url":null,"abstract":"","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211923","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}
Pub Date : 2024-09-04DOI: 10.1177/14782103241281001
Jan Newberry
Margaret Mead shaped the field of childhood studies in anthropology in the early 20th century. One of her concerns was the challenge posed to the continuity of childcare from rapid social change in the 1940s and 1960s in the United States. Her interest in the contrast between slowly changing homogenous cultures and those undergoing rapid change developed into a one between independent and interdependent training of children. Yet, Mead was much more concerned with the social institutions that support continuity in enculturation than a binary contrast. Mead’s own expertise and her attention to the local expertise of women and mothers is juxtaposed with recent scholarly work on the production of expertise as a form of knowledge. Interest in local forms of women’s knowledge associated with ethnomethodology and feminist standpoint theory seems to have gone missing. Dramatic social change in Indonesia since the late 1990s has corresponded with a realignment of expertise in the era of democratic reform, highlighting the tension between local and globalized forms of knowledge around early childhood education and care (ECEC). Based on long-term ethnographic research in central Java, I argue that existing forms of governmentality offer the possibility for recognizing and redistributing the local expertise of neighborhood women and mothers as a balance to globalized programs for ECEC.
{"title":"Margaret Mead: Early childhood and local expertise in Indonesia","authors":"Jan Newberry","doi":"10.1177/14782103241281001","DOIUrl":"https://doi.org/10.1177/14782103241281001","url":null,"abstract":"Margaret Mead shaped the field of childhood studies in anthropology in the early 20th century. One of her concerns was the challenge posed to the continuity of childcare from rapid social change in the 1940s and 1960s in the United States. Her interest in the contrast between slowly changing homogenous cultures and those undergoing rapid change developed into a one between independent and interdependent training of children. Yet, Mead was much more concerned with the social institutions that support continuity in enculturation than a binary contrast. Mead’s own expertise and her attention to the local expertise of women and mothers is juxtaposed with recent scholarly work on the production of expertise as a form of knowledge. Interest in local forms of women’s knowledge associated with ethnomethodology and feminist standpoint theory seems to have gone missing. Dramatic social change in Indonesia since the late 1990s has corresponded with a realignment of expertise in the era of democratic reform, highlighting the tension between local and globalized forms of knowledge around early childhood education and care (ECEC). Based on long-term ethnographic research in central Java, I argue that existing forms of governmentality offer the possibility for recognizing and redistributing the local expertise of neighborhood women and mothers as a balance to globalized programs for ECEC.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211835","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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