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Critical Examinations of Quality in Early Education and Care

Regulation, Disqualification, and Erasure

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Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee

Quality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward ‘quality’ as a dominant construct, and (2) to generate conversations and locations from diverse knowledges and multiple ways of being that could lead to the rethinking of quality, understandings of quality as a narrowing construct/practice, and/or going beyond (and outside of) notions of quality.
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Contributors

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Camilla Eline Andersen holds a PhD in Early Childhood Education from Stockholm University, Sweden, and is a currently affiliated at Hedmark University College, Norway. Her dissertation is titled “Towards a Minor Professionalism: ‘Race’, Early Childhood and Deleuzoguattarian Becomings.” During the course of her doctoral studies Andersen has authored peer-reviewed papers in Nordisk Barnehageforskning and International Review of Qualitative Research amongst others and chapters in several books.  She has also co-authored a book, Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagen (Gjervan, Andersen & Bleka, 2006, Cappelen Damm), which came out with a second edition in 2012. She is currently interested in philosophical and methodological issues concerning research and pedagogical practice.

Marcela Montserrat Fonseca Bustos is currently working as an assistant professor at Oslo and Akershus University College of Applied Sciences in Oslo, Norway. She was born in Chile and is now based in Norway. In her PhD thesis, she is critically analyzing discursive constructions of linguistic minorities in ECEC policy documents in Norway. She works with post-structural philosophical perspectives, and her research interests are diversities, social justice, and methodology.

Betsy Cahill is the J. Paul Taylor endowed professor and director of the Early Childhood Education at New Mexico State University. She finds pleasure and ← 179 | 180 → annoyance as an active participant in statewide public policy work. Her current research is a close examination of continuity and discontinuity as framed in the fields of child development, early education, and systems that serve young...

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