Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand

Abstract

Since the 1990s, neo-liberal economics has profoundly altered the nature and delivery of early childhood education and care in both Australia and New Zealand through the creation of childcare markets. Accompanying the rise of the market has been a discourse of childcare as a commodity – a commodity marketed and sold to its consumers (read parents) as a private benefit. The stratifying impact of neo-liberalism in education policy has been argued by numerous scholars of education. Arguably, in both Australia and New Zealand, early childhood education and care is more commodified and subject to the market than any other area of education. Thus, the authors consider whether early childhood education and care has shifted away from being understood as a social good, a site for social cohesion and democratic practice – all of which the authors consider to be implicated in a conceptualisation of belonging appropriate to the project of early childhood education and care. This article considers the impact of neo-liberal policies on early childhood education and care in Australia and New Zealand, especially in relation to understandings and manifestations of ‘belonging’. The authors trace the impact of neo-liberalism in early childhood education and care policy and examine the ways in which the discourse of early childhood education and care provision has changed, both in policy and in how the market makes its appeal to parents as consumers. The authors argue that appeals to narrowly defined, individualised self-interest and advancement threaten understandings of belonging based on social solidarity and interdependence.

Contextualised, not neoliberalised professionalism in early childhood education and care: Effects of prescribed notions of quality on educator confidence in Australia

“…We need a concerted effort to raise awareness, discuss these issues, and resist the problematic effects of neoliberalism's infiltration into education (Hil, 2012). Similarly, Giroux (2015) states that resistance to neoliberalism is 'not a luxury but a necessity' (p. 200), and Press et al (2018) stress the need to 'reclaim the purpose of education' (p. 337). Within ECEC, educators and pre-service educators need to feel valued and competent so they can continue their work in their own unique contexts and recognise and value contextualised quality and professionalism.…”

“…Furthermore, McLaren (2005) describes the pressure on educational services to behave like businesses or risk being uncompetitive in a marketised system. Press, Woodrow, Logan, and Mitchell (2018) explain that in the neoliberal inspired marketisation of ECEC, the parent is placed as the consumer. In Australia and New Zealand, ECEC is the most privatised sector of education and market forces have changed the public discourse about the sector and shifted government and community responsibility onto the market (Press et al, 2018).…”

Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States

“…However, it is important to note that the most recent update to Te Whāriki (MOE, 2017) has been critiqued and contrasted with the original document (MOE, 1996), which was praised for its celebration of Māori culture and worldview, and affirmation of the rights of children (Rau and Ritchie, 2011). Scholars have also raised important questions about the ways that these policies are put into practice (Arndt and Tesar, 2015; Duhn, 2006; Press et al., 2018; Tesar, 2015). Within the bounds of this analysis, for which we focused on the most readily available (and recent) documents to teachers seeking certification, we cannot meaningfully comment on the changes to the document, but we do see the newer version of Te Whāriki as a meaningful point of discussion in its own right.…”

Gildismat og sýn starfsfólks leikskóla á fullgildi í fjölbreyttum barnahópi

“…Þau líta svo á að fullgildi vísi til samskipta og gagnkvaemra tengsla við fólk, staði og hluti. Jafnframt faera þau rök fyrir því að fullgildi sé markmið sem ekki sé haegt að ná eingöngu innan leikskólans, heldur sé það háð félagslegu samhengi og tengist hlutverki leikskólans í samfélaginu (Press, Woodrow, Logan og Mitchell, 2018). Kennarar gegna lykilhlutverki í að skapa skilyrði fyrir fullgildi í leikskólum.…”