(Re)Positioning the Child in the Policy/politics of Early Childhood

Educational Philosophy and Theory 39 (3):312-325 (2007)
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Abstract

How a community constructs the notion of childhood and the child is fundamentally implicated in the practices and policies of that community. This article explores the positioning of the child in historical, contemporary and emerging trends in the provision and practices of Australian early childhood education and care. It argues that if left uncontested, emerging contemporary constructions have the potential to normalise policies, practices and pedagogies derived from a commercialised view of childhood. Drawing on the experiences and practices of early childhood pedagogues and policy actors both in Australia and overseas the authors posit an alternative construction of the child as citizen and the possibility of the early childhood field as a site for the practice of democracy.

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Citations of this work

Becoming‐Teachers: Desiring students.Duncan Mercieca - 2012 - Educational Philosophy and Theory 44 (s1):43-56.
Narrative Identity and Early Childhood Education.Sandy Farquhar - 2012 - Educational Philosophy and Theory 44 (3):289-301.

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