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Economic imperialisms in Early Childhood Education.

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dc.contributor.author STUART, MARGARET
dc.date.accessioned 2021-12-02T19:01:08Z
dc.date.available 2021-12-02T19:01:08Z
dc.date.issued 2016
dc.identifier.citation http://dx.doi.org/10.1080/00131857.2014.971094 en_US
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/1079
dc.description 13 pages : PDF en_US
dc.description.abstract New Zealand has received world-wide accolades for its Early Childhood Education (ECE) curriculum, Te Whariki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whariki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered by the overarching policy discourse of Human Capital Theory (HCT), with its instrumental emphasis on economic outcomes. While Te Wha ¯riki offers local cultural and educational possibilities, HCT is presented by those espousing economic disciplines, as having universal application. These tensions, largely unacknowledged and unexplored, place ECE teachers in positions of difficulty. While trying to meet aspirational curriculum goals in their daily practices, teachers’ attempts are constrained by supranational economic discourses. I ask how Edward Said’s (1999, Out of place: A memoir, New York, Knopf) concept of contrapuntal readings can offer spaces for resistance to the dominance of economics. en_US
dc.language.iso en en_US
dc.publisher Educational Philosophy and Theory en_US
dc.relation.ispartofseries Volume 48;No. 2,
dc.subject Early childhood education policy, Edward Said, economic imperialism, Human Capital Theory en_US
dc.title Economic imperialisms in Early Childhood Education. en_US
dc.type Article en_US


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