David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 44 (3):289-301 (2012)
An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families
|Keywords||just institutions early childhood education narrative identity Paul Ricoeur|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Peter Berger & Thomas Luckmann (1966/1990). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Anchor Books.
Peter Moss (2007). Meetings Across the Paradigmatic Divide. Educational Philosophy and Theory 39 (3):229–245.
Richard Rorty (1989). Contingency, Irony, and Solidarity. Cambridge University Press.
Christine Woodrow & Frances Press (2007). (Re)Positioning the Child in the Policy/Politics of Early Childhood. Educational Philosophy and Theory 39 (3):312–325.
Citations of this work BETA
No citations found.
Similar books and articles
Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..
Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.
Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.
Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.
Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.
Márcia Buss-Simão (2013). Corpo como potência e experiência na perspectiva de crianças pequenas: diálogos possíveis entre Filosofia e Educação Infantil. Childhood and Philosophy 8 (16):327-353.
Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.
Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.
Samson Oladiran Davis (1998). An Introduction to Nigeria's Philosophy of Early Childhood Education. Goal Educational Pub..
Angela O'Connor (2002). On Reflection: Reflective Practice for Early Childhood Educators. Open Mind Publishing.
Added to index2010-09-10
Total downloads29 ( #61,351 of 1,102,936 )
Recent downloads (6 months)3 ( #120,755 of 1,102,936 )
How can I increase my downloads?