Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter Eight: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education
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Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education
JAYNE OSGOOD AND RED RUBY SCARLET/MIRIAM GIUGNI
The aim of this chapter is to consider possibilities of reconfiguring ‘quality’ within the complex field of early years education and care. The chapter charts the persistence of quality discourses in early childhood education in the English context and goes on to revisit the inherent dangers that lurk within those discourses. We unpick aspects of the Nutbrown Review: Foundations for Quality (2012) with its focus on professional qualifications and career pathways which (yet again) calls into question the quality of the early childhood workforce. Although collective professional subjectivities of educators might be understood as contained within regulatory discourses, it is our intention to move beyond deconstructing discourses and critiquing policy to think beyond quality. To do this we attempt to look beyond (and with) the subject (Butler, 1993) to argue that quality and professional subjectivities in early childhood are of the world, not just the person—quality is everywhere and part of everyday life (Haraway, 2008). By working with some posthumanist concepts we attempt to move beyond conceptualisations of quality as discursively constructed within discourses—that then contain professional subjectivities. Our aim is to offer a generative reconfiguration of quality which traces material-semiotic entanglements within early childhood contexts. By moving away from hegemonic framings of quality and by inviting an engagement with curiosities,...
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