‘Social investment’ as political economy of education: Recent changes in early childhood education in New Zealand

Stuart, Margaret

doi:10.1177/2043610618763177

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…Support needed includes government policy and financial support from private sectors. Unlike their counterparts in some developed countries like Japan, the United States, New Zealand, and the countries of Western Europe (Lee, 2010; Cheadle, 2008; Stuart, 2018; Busemeyer et al, 2018), for many Indonesian parents social participation in schooling activities is difficult due to their low economic status. Similar to cases in other developing countries including Ethiopia, Egypt and Pakistan (Nassar & Biltagy, 2017; Woldehanna, 2016; Hunzai, 2006), public investment in education, which includes parental participation, is still low in Indonesia.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Considering the importance of education as future investment, most parents attempt to provide the best for their children, striving to invest in their children’s education. This future investment in education may not pose problems for high economic status parents living in developed countries such as Japan (Lee, 2010), the United States (Cheadle, 2008), New Zealand (Stuart, 2018), and countries of Western Europe (Busemeyer, Garritzmann, Neimanns, & Nezi, 2018). It may, however, be more challenging for parents from underdeveloped and developing countries such as Ethiopia, Egypt and Pakistan, where poverty and limited public participation still serve as challenges for educational investment (Nassar & Biltagy, 2017; Woldehanna, 2016; Hunzai, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Indonesian parental perspectives of international school partnerships involving millennial learners

Muslim

Salim

Setyarini

2020

Jnl of Research in Internatl Education

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Despite being long-standing practice among schools across the world, most studies on international school partnerships focus on its benefits and challenges as perceived by teachers and students. Little emphasis has been given to parental perspectives and support, particularly among low-income families. With the increase of community involvement in education, how this partnership program may benefit the foreign language learning of millennials has become a matter of increasing concern among parents. This qualitative study explores Indonesian parents’ perspectives of international school partnerships between Indonesian and Australian schools, and how these partnerships support the learning of English as a foreign language and technology utilization. Results from questionnaires and semi-structured interviews indicate parental belief that the program reviewed is an authentic approach to foreign language learning and an appropriate mode of technology-based self-expression. To facilitate their children’s learning of English and development of cross-cultural understanding, most parents, despite economic limitations, are willing to support their children’s involvement in the international partnership that is the focus of this study.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indonesian parental perspectives of international school partnerships involving millennial learners

Muslim

Salim

Setyarini

2020

Jnl of Research in Internatl Education

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“…It has been well documented that geographies going through neoliberalisation used children both as cheap labour and future labour (LeBaron and Ayers, 2013). This is the precise reason we see claim-makers advocating reformation of educational system to scaffold social and emotional abilities of children in order to prepare them for the new industrial revolution (Stuart, 2018; TUSIAD, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Re-imagining society and childhood: An analysis of cultural politics of childhood in Turkey

Toran

Toprak

2020

Global Studies of Childhood

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Neoliberalism along with other sites of cultural, social and political life has created deep impacts on childhood. With the rise of neoliberalisation of policies, childhood has come to be defined in terms of economic utility and wellbeing of society. In this paper, we examine the process of neoliberalisation through the changing role and meaning of childhood. We inquire the role of childhood in re-imagining of the Turkish society based on the data from the document of the strategic vision of the Turkish government. We seek to track the evolving notion of childhood and roles ascribed to it. By applying a critical discourse lens to the document of 8th Five Year Development Plan and Strategic Vision of 2023, we explain how the cultural politics of childhood work as tools of creating present and future workers. We examine the shifting place of childhood and instrumentalisation of childhood in neoliberal imagination of policy.

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“…Both Playcentre and Te Kohanga Reo -two parent-led services endemic to Aotearoa New Zealand -have been profoundly influential on the foundations of the early childhood sector and its curriculum, Te Whāriki (May, 2009). However, their reliance on parents as volunteers has run counter to policy foregrounding parental participation in the national workforce (see for example, Early Childhood Education Taskforce, 2011), thus leaving the early childhood sector to be strongly influenced by the twin policy drivers of expanding the labour market, especially drawing in working mothers, and the market-driven model of provision (Mitchell, 2017;Stuart, 2018).…”

Section: Assessment Understood In the Context Of Marginalisation Of Pmentioning

confidence: 99%

“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?

Stover¹,

Vocht

2020

nzaroe

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Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services.

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‘Social investment’ as political economy of education: Recent changes in early childhood education in New Zealand

Cited by 7 publications

References 18 publications

Indonesian parental perspectives of international school partnerships involving millennial learners

Indonesian parental perspectives of international school partnerships involving millennial learners

Re-imagining society and childhood: An analysis of cultural politics of childhood in Turkey

“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?

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