Abstract

THE DISCURSIVE LIMITS OF THE NURSERY Fifty years have passed since Hannah Arendt admonished that “politics is not like the nursery.” Twenty years have passed since Susan Kontos called for the early childhood field to bring family child care “out of the shadows.” In between these seemingly contradictory appeals, the economy of domestic care, hinging on the precarious intimate labor of women from the global South, has evolved into a major field of biopolitics. With state educational policy, classroom pedagogy, educational ideals and values, and teacher-student identities and relationships becoming established as paradigmatic fields for philosophy of education, biopolitics of care become excluded from and through the territorialization of philosophy of education as a discipline. Bringing the nursery into the scenography of subjectification is meant as a double gesture that, on the one hand, turns the attention of philosophy of education to topics of biopolitics and, on the other hand, subjects to critique the field’s own disciplinarity.

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