Abstract
We explore the way dominant political discourses are perceived to influence developing professionalisation of early childhood in three contexts. The UK is strongly influenced by the neoliberal agenda which positions managerialism, bureaucracy, accountability and control as necessary to drive quality improvement. Bhutan has been exposed to western ideologies for a short time (as time counts in human history) and is attempting to manage tensions between western ideologies and the philosophy underpinning Gross National Happiness. Fiji has a history of colonisation. With a growing commitment across Pacific nations to postcolonialism, Fiji professionals are struggling to manage the intersection between their neoliberal western history and their own postcolonial ambitions. We argue a better understanding of the ways in which dominant ideologies impact on the development of early childhood professionalisation will uncover unintended, taken-for-granted assumptions and illuminate potential risks, thus better positioning readers to make informed choices about their work and the development of their profession.
Highlights
The way in which early childhood services develop is strongly influenced by policy discourses and these are underpinned by a range of understandings about how the world operates and what is required to drive national development (Cook, Corr, & Breitkreuz, 2016)
The influence of neoliberalism has become so pervasive that it is often accepted “...as the only possible economic and social order available to us” (Davies & Bansel, 2007, p. 253). This hegemonic political discourse has had a powerful impact on the way in which early childhood services and early childhood professionalisation have developed across many countries, and it appears from our research that its influence is not always clearly recognised by early childhood professionals (Sims & Pedey, 2015; Sims & Tausere-Tiko, 2016)
In order for this neoliberal agenda to be operationalised, there is increasing surveillance of early childhood educators implemented using the language of quality
Summary
The way in which early childhood services develop is strongly influenced by policy discourses and these are underpinned by a range of understandings about how the world operates and what is required to drive national development (Cook, Corr, & Breitkreuz, 2016). This hegemonic political discourse has had a powerful impact on the way in which early childhood services and early childhood professionalisation have developed across many countries, and it appears from our research that its influence is not always clearly recognised by early childhood professionals (Sims & Pedey, 2015; Sims & Tausere-Tiko, 2016) This is important because we suspect that neoliberalism is eroding our understanding of the purposes of early education and care through its emphasis on labour market supply factors (Moss et al, 2016). The assumption is that quality can best be ensured when educators are closely monitored, and the jel.ccsenet.org
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