Remove 'Care' and Stir: Modernizing Early Childhood Teacher Education in Norway

Autor/in	Aslanian, Teresa K.
Titel	Remove 'Care' and Stir: Modernizing Early Childhood Teacher Education in Norway
Quelle	In: Journal of Education Policy, 35 (2020) 4, S.485-502 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aslanian, Teresa K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1555648
Schlagwörter	Educational Policy; Early Childhood Education; Preschool Teachers; Child Care; Preschool Children; Discourse Analysis; Foreign Countries; Policy Analysis; Guidelines; Teacher Education Programs; Educational Change; Norway + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Diskursanalyse; Ausland; Politikfeldanalyse; Richtlinien; Bildungsreform; Norwegen
Abstract	There is growing concern within the field of education regarding how the implementation of national frameworks based on the European Qualifications Framework displaces tacit and less traditionally formalized knowledge from policy. This issue is particularly salient concerning national frameworks that regulate early childhood teacher education, in which knowledge and competencies about caring are crucial, though under-articulated. The proportion of under three-year olds who participate in government subsidized early childhood education and care programs in Norway has risen from 37% in 2000 to over 82% in 2016. Amidst this historic rise, the word 'care' was removed from Norway's most recent "National Framework for Early Childhood Teacher Education." Whilst policy analyses generally focus on the content of policy texts, in this article, I examine the circumstances surrounding the curious disappearance of text, namely the key concept of care. Combining a Foucauldian concern with discourse with Malabou's concept of plasticity, this article reports on a plastic discourse analysis of the removal of care from the newest framework for early childhood teacher education in Norway. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01