Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter Nine: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene
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Qualities OF Inuit Early Childhood Education IN THE Era OF THE Anthropocene
MARY CAROLINE ROWAN
Quality is a term that is used frequently in the field of early childhood education (ECE) as an overarching goal to be attained. Chandler (2012), for example, has published four editions of her book Administering for Quality. Baker and Manfredi/Petitt (2004) have written a volume titled Relationships, the Heart of Quality Care. Quality is a term that is used to reference almost every aspect of ECE. Yet Dahlberg, Moss, and Pence (2007) remind me that
the language of quality is not only a technology of normalization, establishing norms against which performance should be assessed, so shaping policy and practice. It is also a technology of distance, claiming to be able to compare performance anywhere in the world, irrespective of context. And it is a technology of regulation, providing a powerful tool for management, to govern at a distance through the setting and measurement of norms of performance. (p. ix)
In contrast to universalizing maneuverings of quality as a strategy of homogenization, described above, I propose thinking of qualities from Inuit perspectives. This is not to suggest that there could be a knowable Inuk or a singular notion of quality in Inuit early learning and childcare. As Briggs (1998) elucidates, “I do not expect to find totalizing systems in any cultural world” (p. 10). I will propose, however, that...
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