Anything to divert attention from poverty

Penn, Helen

doi:10.4324/9781315445120-4

Cited by 9 publications

(8 citation statements)

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“…This panoptic surveillance of children is justified by the neoliberal positioning of them as human capital (Hunkin, 2017). An extensive, highly esteemed and much cited body of literature supports this position (Black et al, 2017;OECD, 2017;Penn, 2017;UNICEF Early Childhood Development Unit, 2014;World Health Organisation and UN International Children's Emergency Fund, 2018). Additionally, Heckman's work (2006Heckman's work ( , 2011Heckman's work ( , 2014 provides the economic rationale for investing in quality settings for young children as this investment results in improving the chances of good outcomes.…”

Section: Situating the Studymentioning

confidence: 99%

Working as early childhood centre directors and deputies – perspectives from Australia, Finland and Norway

Halttunen¹,

Sims²,

Waniganayake³

et al. 2019

Leadership in Early Education in Times of Change

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This research is based in early childhood centres in Australia, Finland and Norway, considered the leadership work of centre Directors and Deputy Directors. Theoretically, this study is situated within the global landscape of neoliberalism that Sims (2017) describes as forcing the reshaping of early childhood policy in numerous OECD countries. Essentially qualitative in design, this exploratory study uses data gathered via a short background survey questionnaire, content analysis of job description statements, and a follow up interview with each participant. Findings indicate that there are differences within and across the three countries in the way these jobs are structured. It appears that the expectations of each role and how participants engage in leadership are framed by their centre contexts. In Australia, leaders of centres achieving an excellent quality rating tend to focus on relationship work when making leadership decisions. In Finland, Directors and Deputy Directors are expected to collaborate as partners when overseeing the work of 2-3 centres and other services. In Norway, there has been a redistribution of work where Deputy Directors have a co-responsibility in leadership enactment. When taken together, these findings illuminate new insights on how Directors experience leadership when Deputies are part of the leadership team in early childhood settings.

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Section: Situating the Studymentioning

confidence: 99%

Working as early childhood centre directors and deputies – perspectives from Australia, Finland and Norway

Halttunen¹,

Sims²,

Waniganayake³

et al. 2019

Leadership in Early Education in Times of Change

View full text Add to dashboard Cite

show abstract

“…Using a policy genealogy to target ‘disadvantage’ as a ‘problem of the population’, this article has traced how FNP set in place ‘readiness’ technologies which see disadvantaged two-year-olds as ‘abilities-machines’ (Foucault, 2010). When viewed in the wider context, ECEC policies are increasingly deployed to solve social and economic problems through early intervention (Moss, 2014b; Penn, 2017). These processes are driven by an increasingly economistic ‘hegemonic globalisation’ in human capital (Campbell-Barr and Nygård, 2014), which inscribes instrumental and technical practice to achieve predetermined and standardized outcomes (Moss, 2014b).…”

Section: Discussionmentioning

confidence: 99%

Governing ‘disadvantage’ through readiness: A Foucauldian policy genealogy of funded nursery places for two-year-olds

Lee¹

2019

Contemporary Issues in Early Childhood

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This article critically examines how the policy of funded nursery places for ‘disadvantaged’ two-year-olds in England opens up economic and political spaces in readiness for increased governance. The government introduced funded nursery places in September 2013, which aimed to promote disadvantaged children’s educational outcomes, narrow the attainment gap and encourage parental employment. Using a Foucauldian policy genealogy, the article sets out the ways in which funded nursery places constitute and deploy techniques for governing ‘disadvantage’ – specifically, how ‘disadvantage’ is constructed as a ‘problem of the population’, which, in turn, is productive of particular subjectivities and practices. The article traces how funded nursery places construct a particular ‘disadvantage’ through ‘experts of truth’, evidence-based policy, regimes of quality and neurobiology in preparation for the next phase of nursery at the age of three. These processes establish ‘disadvantaged’ two-year-olds as governable objects and therefore subject to the increased formalization of early experiences. The close links between ‘disadvantage’ and ‘readiness’ discursively provide conditions of possibility for technical and instrumental practice that is driven by a global hegemonic rationale in human capital. Although the analysis is focused in the English context, these developments have wider global implications in relation to school readiness and early education reforms across countries that are reaching into ever younger spaces.

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“…This panoptic surveillance of children is justified by the neoliberal positioning of them as human capital (Hunkin, 2017). An extensive, highly esteemed and much cited body of literature supports this position (Black et al, 2017;Penn, 2017;UNICEF Early Childhood Development Unit, 2014;World Health Organisation and UN International Children's Emergency Fund, 2018). Additionally, Heckman's work (2006Heckman's work ( , 2011Heckman's work ( , 2014 provides the economic rationale for investing in quality settings for young children as this investment results in improving the chances of good outcomes.…”

Section: Situating the Studymentioning

confidence: 99%

Developing a learning organization – creating a common culture of knowledge sharing

Granrusten¹

2019

Leadership in Early Education in Times of Change

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Leadership in early education in times of change depicts topical issues of leadership within the context of Early Childhood Education (ECE) from various perspectives. It aims to contribute to the advancement of ECE leadership preparation and training as well as leadership enactment and governance by presenting current research and innovative ideas from five continents (Europe, Africa, Asia, Australia and North America).Societal and educational reforms as well as increasing research on ECE leadership and pedagogy call for transformational and active leadership. The chapters in this book explore local solutions, innovations and leadership activity that respond to contemporary expectations and challenges in a timely manner. The studies presented in this book provide windows for proactive, advanced leadership enactment, governance and training, which renew local educational communities, the ECE profession and leadership itself. Varying functional environments presented in these studies expand and diversify our understanding of leadership processes in changing operational contexts. Even though the contexts of leadership vary, the universal essence of leadership as reflected in the chapters in this book appears to be collaborative, participative, inclusive, learning focused as well as developing capacity by building on existing knowledge. This book presents current ECE leadership research from five continents. It advances the knowledge base of ECE leadership through research collaboration and dissemination of research findings. The authors of this book have discovered leadership phenomena from four perspectives comprising of: i) Leadership preparation and training: Leader preparation is among the high importance topics in ECE today. The chapters in this section present innovative approaches in preparing ECE leaders and teachers involved in daily practice of ECE as well as working at universities. They share commonalities in their practice through their contributions to mentoring, training and by participating in development projects. This section also presents chapters focusing on the current status of human resource and personnel development and professional learning in ECE. ii) Enacting and Developing Leadership: The chapters focusing on enacting and developing ECE settings present the implementation of new leadership mod-

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Anything to divert attention from poverty

Cited by 9 publications

References 0 publications

Working as early childhood centre directors and deputies – perspectives from Australia, Finland and Norway

Working as early childhood centre directors and deputies – perspectives from Australia, Finland and Norway

Governing ‘disadvantage’ through readiness: A Foucauldian policy genealogy of funded nursery places for two-year-olds

Developing a learning organization – creating a common culture of knowledge sharing

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