Measuring the young child: on facts, figures and ideologies in early childhood

Abstract

In this contribution, we look-both historically and in the present-at how children are objectified in data and how it is assumed that this objectivation is a way to dismiss ideology, or at least to separate the ideological from the scientific. We argue, however, that the separation of data from ideology is itself a highly ideological choice. As Freire points out: education never was and never can be objective. The objectivation of the child and, more generally, of pedagogy means that the agenda that this serves remains veiled. A closer look at what data are put forward as the means to objectify education reveals that this agenda is deeply individualistic and fit to serve a competitive capitalist society. We argue that if this is the case, it ought to be the result of democratic debate and, therefore, we need more, not less, ideologies in pedagogy, because facts and data are always embedded in ideologies. And so they should be.

The professional is personal, the personal is professional? Towards re-conceptualising professionalism: a scientific and personal dialogue

“…At the same time neoliberal assumptions strengthened. These emphasise the child's economic value as human capital in society (Moloney et al 2019;Rothe 2019;Vandenbroeck 2020). This was my concern when I began the research among early years professionals, because high external expectations can cause enormous pressure, with a growing demand that standards and performance in ECEC practice should be more measurable.…”

“…The latter has reductively dominated the academy to the neglect of reflexive, subjective, emotional and unconscious life as well as the lived realities of being a professional (for the EC sector, see e.g. Moloney et al 2019;Vandenbroeck 2020; for the Adult Education sector: Formenti & West 2018;Fraser 2018).…”