Tensions Between Discourses of Development, Religion, and Human Capital in Early Childhood Education Policy Texts: The Case of Indonesia

Formen, Ali; Nuttall, Joce

doi:10.1007/s13158-013-0097-y

Cited by 25 publications

(19 citation statements)

References 11 publications

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“…The authors interpret this finding as reflecting the lack of Governmental and societal support for Islamic practice in Berlin. Research into the relation between education and religiosity in countries where Islam is the dominant religion are sparse, although an article on early childhood education policy in Indonesia, the largest Islamic country, notes potential incongruences between values of Islam and educational values that originated in the West (Formen & Nuttall, 2014).…”

Section: Socioeconomic Status (Ses) Education and Gendermentioning

confidence: 99%

Religiosity, Cultural Values, and Attitudes Toward Seeking Psychological Services in Turkey

Rogers-Sirin

Yanar

Yüksekbaş

et al. 2017

Journal of Cross-Cultural Psychology

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Most research with Muslim populations has been conducted with samples of immigrants living in the West as minority populations. This study investigates how the culture-related variables of family values and self-construal relate to religiosity and attitudes toward psychological services among Muslims living in Turkey, a country where over 99% of the population identifies as Muslim. To examine how these cultural variables may relate to attitudes toward psychological services, Muslim Turks completed a survey which included measures of religiosity, hierarchical and harmonious family values, cultural self-construal, and attitudes toward psychological services. Religiosity was associated with negative attitudes toward psychological services. The relationship between religiosity and attitudes toward psychological services was fully mediated by hierarchical family values such that when the variable hierarchical family values was added to the model, the relation between religiosity and attitudes toward psychological services was no longer significant. The mediation of hierarchical family values on the relation between religiosity and attitudes toward psychological services was moderated by independent self-construal, so that independent self-construal weakened the mediation while interdependent self-construal had no effect. The results of this study indicate that among Muslim Turks, the relation between religiosity and attitudes toward psychological services is more fully explained when culture-related variables are considered.

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Section: Socioeconomic Status (Ses) Education and Gendermentioning

confidence: 99%

Religiosity, Cultural Values, and Attitudes Toward Seeking Psychological Services in Turkey

Rogers-Sirin

Yanar

Yüksekbaş

et al. 2017

Journal of Cross-Cultural Psychology

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“…Within this paradigm, education is perceived as a form of investment, and any money that is spent on ECE is believed to bring a higher return in the future (Nolan, 2013). The notion of education as an investment is also closely related with the notion of human capital (Adriany and Saefullah, 2015; Formen, 2017; Formen and Nuttall, 2014). It is believed that there is a relationship between ‘education and economic gains, global competition, and the future economic contribution of today’s children’ (Formen and Nuttall, 2014: 26).…”

Section: Findings and Discussionmentioning

confidence: 99%

The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia

Adriany

2017

Policy Futures in Education

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For the past 20 years, early childhood education has undergone changes that have resulted from an alteration in Indonesian socio-political situations. One of the changes has resulted in the emergence of the internationalisation of early childhood education in Indonesia. This paper unpacks the complexity of the process. Three teachers from three different kindergartens in Bandung, Indonesia were selected to participate in this study. Drawing from postcolonial theories, the findings of the study illuminate the extent to which international schooling perpetuates the legacy of colonialisation, while at the same time sustaining the legacy of neo-liberal policy. However, the findings also suggest that the schools have become a hybrid space where global and local values are interacting and negotiating with one another.

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“…Indonesia’s education system has been scrutinised with studies pointing out the problems of unequal access, the low quality of teachers, and bad infrastructure (Karwati, 2010; Wahab, 2007); elements which human-capital-influenced policies sought to improve. This article will not repeat the extensive discussion on how human capital discourse has framed Indonesia’s national education policies, as these are discussed elsewhere (see Adriany and Saefullah, 2015; Formen and Nuttall, 2014). Instead, we focus on understanding how local ECE practices shed light on the challenges and opportunities for the future of ECE policy in Indonesia.…”

Section: Contextualising Ece In Indonesiamentioning

confidence: 99%

‘Old, borrowed, and renewed’: A review of early childhood education policy in post-Reform Indonesia

Octarra

Hendriati

2017

Policy Futures in Education

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Early childhood education (ECE) is not new in Indonesia. However, in the past decade, it has received more attention, as shown by the growing number of ECE centres in both urban and rural areas. This growth is accompanied by policy development that corresponds to the global agenda of ECE. Policy development is inevitably linked with the support of international organisations (such as UNICEF and the World Bank) at both national and local levels, through loans and grass-roots pilot projects. Such neo-liberal policies have been seen as contributing to inequality in educational access in developing countries. What is lacking is an understanding of how policies, caught up in the interwoven nature of global discourse and social problems, are being implemented at the local level. Such understanding is especially important in the changing social and political context of post-Reform Indonesia. Using a critical approach, this article examines the discourse around ECE policies and practice through critical engagement with policy documents and relevant reports. Because policy processes are messy and in many ways relative, this perspective enables the dominant discourse, within which ECE operates, to be challenged. This article concludes by suggesting the integration of ECE and health services at the practice level in order to bridge the current gap between ECE policy and practice.

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Tensions Between Discourses of Development, Religion, and Human Capital in Early Childhood Education Policy Texts: The Case of Indonesia

Cited by 25 publications

References 11 publications

Religiosity, Cultural Values, and Attitudes Toward Seeking Psychological Services in Turkey

Religiosity, Cultural Values, and Attitudes Toward Seeking Psychological Services in Turkey

The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia

‘Old, borrowed, and renewed’: A review of early childhood education policy in post-Reform Indonesia

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