Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter Seven: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care
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Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care
ANN MERETE OTTERSTAD, MARCELA MONTSERRAT FONSECA BUSTOS AND CAMILLA ELINE ANDERSEN
In Norway, as in many geo-political locations, quality as construct is powerful and influential among the concepts that currently function as ‘leading stars’ for practices, policies and research concerning the future of early childhood education and care (ECEC).1 For example, quality is the key issue in policy documents concerned with the future of kindergartens in Norway. Governmental research funding has recently been offered to projects that explicitly aim to construct a more specific definition of quality in kindergartens by developing indicators that can assist politicians, local government, and kindergarten staff in how to work towards quality. There seems to be a race, and, simultaneously, a ‘tightening’ going on in Norwegian ECEC regarding what can pass as quality and hence, how to understand and put into practice the main goal for future kindergartens—that all kindergartens should be equal and of high quality (KD, 2012–2013, p. 8). We address this ‘tightening’ as we experience the situation as problematic, unproductive, and confining for processes that are concerned with a creation of a knowledge-practice for ECEC that, as is stated in policy documents, aims at ensuring all children a ‘good’ childhood with equal opportunities and social equalization (KD, 2008–2009, 2012–2013).
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