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Books > Social sciences > Education > Schools > Pre-school & kindergarten
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Democratic Policies and Practices in Early Childhood Education - An Aotearoa New Zealand Case Study (Hardcover, 1st ed. 2019)
Loot Price: R2,426
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Democratic Policies and Practices in Early Childhood Education - An Aotearoa New Zealand Case Study (Hardcover, 1st ed. 2019)
Series: International Perspectives on Early Childhood Education and Development, 24
Expected to ship within 18 - 22 working days
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This book uses case studies of Aotearoa New Zealand policy
formulation and practice to explore early childhood education and
care (ECEC) as a site for democratic citizenship and social
justice. Addressing fundamental questions about the purpose of
education, it argues for explicit values focusing on children and
childhood as a basis for ECEC policy to replace discourses of
economic investment and child vulnerability that are dominant
within policy goals in many countries. A commitment to democracy
and equity is a good place to start. Aotearoa New Zealand is of
special interest because of its world-renowned ECE curriculum, Te
Whariki, which is based on principles of social justice, respect
for rights and an aim to support children growing up in a
democracy. The curriculum upholds Maori rights to tino
rangatiratanga (absolute authority over their lives and resources).
Yet, Aotearoa New Zealand's extreme market policies and harsh
labour laws during recent periods run contrary to ideals of
democracy and are puzzlingly inconsistent with curriculum
principles. The book starts with an analysis and critique of global
trends in ECEC in countries that share capitalist mixed economies
of welfare, and where competition and marketisation have become
dominant principles. It then analyses ideas about children,
childhood and ECEC within a framework of democracy, going back to
the Athenean origins of democracy and including recent literature
on meanings and traditions of democracy in education. The book uses
vivid examples from researching curriculum, pedagogy and assessment
practices within Aotearoa New Zealand ECEC settings and collective
action to influence policy change in order to illustrate
opportunities for democratic education. It concludes by examining
what conditions might be needed for integrated and democratic ECEC
provision in Aotearoa New Zealand, and what changes are necessary
for the future. It offers a compass not a map; it points to
promising directions and provides insights into issues in ECEC
policy and practice that are of current global concern.
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