Talking heresy about 'quality' early childhood education and care for children in poverty

被引：3

作者：

Simpson, Donald ^{[1
]}

Loughran, Sandra ^{[2
]}

Lumsden, Eunice ^{[3
]}

Mazzocco, Philip ^{[4
]}

Clarke, Rory McDowall ^{[5
]}

Winterbottom, Christian ^{[6
]}

机构：

[1] Teesside Univ, Middlesbrough, Cleveland, England

[2] Indiana Univ Southeast, Louisville, KY USA

[3] Univ Northampton, Northampton, England

[4] Ohio State Univ, Columbus, OH 43210 USA

[5] Univ Worcester, Worcester, England

[6] Univ North Florida, Jacksonville, FL USA

来源：

JOURNAL OF POVERTY AND SOCIAL JUSTICE | 2018年 / 26卷 / 01期

关键词：

poverty; disadvantage; childhood; pre-school; early education; childcare; COMPENSATE; POLITICS;

D O I：

10.1332/175982717X15087735299368

中图分类号：

D58 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

摘要：

This paper considers the socially progressive function of a model of 'quality' early childhood education and care widely prescribed to address child poverty across England and the USA. Ubiquitous, it is imbued with a sense of objectivity, secureness and practicality. We question these foundations. Then using data from practitioners in both countries, we contrast expectations about this model of ECEC as an unmitigated good building resilience to 'break cycles of disadvantage', with the everyday experiences and frustrations of practitioners pursuing it. Their data suggest this model of 'quality' has limitations and some heresy is required about this policy orthodoxy.

引用

页码：3 / 18

页数：16

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