Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter Two: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203
| 27 →
Power AND THE Framing OF Quality Discourses IN Early Childhood Education AND Care
A Case Study of Arizona’s Proposition 203
LISA L. MILLER
Early Childhood Education and Care (ECEC) systems in the United States vary in both structural form and oversight from state to state. Variances in structural arrangements allow for both greater flexibility within each system and concerns about fragmentation. Further, just as “childhood” as a construct can result in power for those who label themselves “adult” (Cannella, 1997), ECEC services and systems are often political pawns used by individuals and groups in addition to public and private sector stakeholders to generate regulations and redistributions of financial and political power (Cannella & Swadener, 2005; Smith, 2004; Cannella, 1997). As is obvious from the chapters in this book, ECEC quality is a construct now used as a disciplinary and regulatory technology that would judge and construct both corporate (as with managing and labeling others) and financial power. This chapter presents a discursive case study of the creation of ECEC quality in Arizona, a southwestern state in the United States.
ARIZONA’S CONSTRUCTION OF EARLY CHILDHOOD EDUCATION AND CARE (ECEC) QUALITY
In Arizona, power issues in the current ECEC system, as well as a lack of legislative commitment to funding for early childhood and 0–5 programs, led to the ← 27 | 28 → development of Proposition 203, a citizen initiative voted on and passed...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.