Deconstructing Human Capital Discourse in Early Childhood Education in Indonesia

Adriany, Vina; Saefullah, Kurniawan

doi:10.1057/9781137490865_9

Cited by 22 publications

(27 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Inequality seems to be very pervasive in Indonesia (Yusuf, Sumber, & Rum, 2014). In the ECE setting, for example, the number of expensive kindergartens is rising, while in small villages, many children still have problems in accessing good quality kindergartens (Adriany & Saefullah, 2015).…”

Section: Research Contextmentioning

confidence: 99%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

SAGE Open

Self Cite

View full text Add to dashboard Cite

The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers' perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

show abstract

Section: Research Contextmentioning

confidence: 99%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

SAGE Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…The emphasis is placed on the importance of play and the benefit of reading books, as the school's principal suggests that "the parents here do not know how to raise their children." Here, again the school's emphasis on correcting both the children and the parents intersects with the World Bank's view on children and parents in the South (Adriany & Saefullah, 2015;Penn, 2002Penn, , 2011. This shows how power travels and is celebrated (Penn, 2002).…”

Section: The Colourful Kindergarten: Local Character and The World Bamentioning

confidence: 92%

“…Interestingly the idea of constructing a correct version of childhood and parenting is also similar to the idea disseminated by the global agencies such as the World Bank and UNICEF (Penn, 2002(Penn, , 2011. In many of the World Bank's ECE programmes in Global North countries, and in Indonesia, ECE centres are always established in conjunction with the parenting programme (Adriany & Saefullah, 2015). A report prepared by the World Bank clearly states that the aim of the parenting programme is to improve the parenting styles in rural areas (Hasan, Hyson, & Chang, 2013;Tomlinson & Andina, 2015;World Bank, 2006, n. d.).…”

Section: The Colourful Kindergarten: Local Character and The World Bamentioning

confidence: 93%

“…Although ECE was established long ago in Indonesia, greater attention began to be paid to ECE in the 2000s with the push from the international agencies such as the World Bank, UNESCO and Save the Children (Adriany & Saefullah, 2015). The government used a World Bank loan to initiate programmes to develop ECE in rural areas such as the one village, one ECE centre programmes (Satu Desa, Satu PAUD) (Ministry of Human Development and Culture Coordinator, 2016).…”

Section: Ece Practices In Indonesiamentioning

confidence: 99%

See 1 more Smart Citation

Negotiating local and glocal discourse in kindergarten: Stories from Indonesia

Adriany

2019

Journal of Pedagogy

Self Cite

View full text Add to dashboard Cite

This paper aims to explore how kindergartens in Indonesia become a space to negotiate local and global discourses. Informed by postcolonial theories, it seeks to identify a hybrid space that goes beyond the binary between South and North. Based on fieldwork in three different kindergartens in Indonesia, this paper illuminate different forms of negotiation adopted by the kindergartens. Two most pervasive global discourses found are related with child-centredness and neoliberalism. The kindergartens negotiate these discourses through a social aspiration, character building, and religious values discourses. The finding suggests how juxtaposed ideas continue to intersect with one another ECE.

show abstract

“…Young children are not subject to international standardised tests; however, neo-liberal doctrine suggests that investing in early education would result in higher economic return (Becker, [1964(Becker, [ ] 1993Penn, 2010). There are widely accepted assumptions that the ECE is prospective to produce citizens with better educational attainment, better future employability, and fewer social illnesses (Adriany and Saefullah, 2015;Bundy, 2012;Dahlberg and Moss, 2005;Yasmin, 2012). The discourse operating within those assumptions is called the human capital discourse (Becker, [1964(Becker, [ ] 1993.…”

Section: The Rationale Of Teacher Reformmentioning

confidence: 99%

“Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia

Yulindrasari

Ujianti

2017

Policy Futures in Education

View full text Add to dashboard Cite

Indonesia has been conducting a teacher reform program since 2005. Teachers' low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers' professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers' personal experiences of professionalisation. Drawing from Osgood's deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers' individual welfare, the "regulatory gaze" of teacher reform policies poses a subtle threat to kindergarten teachers' professional identities.

show abstract

Deconstructing Human Capital Discourse in Early Childhood Education in Indonesia

Cited by 22 publications

References 23 publications

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Negotiating local and glocal discourse in kindergarten: Stories from Indonesia

“Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia

Contact Info

Product

Resources

About