David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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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|
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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.
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