ABSTRACT

Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an ‘investment’ in ECE is a key for a country's future social and economic development (OECD 2007, “Policy Brief: Lifelong Learning and Human Capital.” OECD. http://www.forschungsnetzwerk.at/downloadpub/OECDLet ter-LLL.pdf). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013 Penn, Helen. 2013. “Childcare Markets: Do They Work.” In Childcare Markets: Can They Deliver an Equitable Service?, edited by Eva Lloyd and Helen Penn, 19–42. Bristol, UK: Policy Press. [Google Scholar], “Childcare Markets: Do They Work.” In Childcare Markets: Can They Deliver an Equitable Service?, edited by Eva Lloyd and Helen Penn, 19–42. Bristol, UK: Policy Press; Brown et al. 2018, “Questioning Democratic Notions of Governance: A Case Study Examining How a Kindergarten Teacher and Her Students Give Voice to and Enact a Neoliberal Framing of Schooling.” In Contemporary Issues in Early Childhood, June. London, England: SAGE PublicationsSage UK; Pupala, Kascak, and Tesar 2016 Pupala, Branislav, Ondrej Kascak, and Marek Tesar. 2016. “Learning How to Do up Buttons: Professionalism, Teacher Identity and Bureaucratic Subjectivities in Early Years Settings.” Policy Futures in Education 14 (6): 655–665. doi:10.1177/1478210316642675.[Crossref], [Web of Science ®] , [Google Scholar], “Learning How to Do up Buttons: Professionalism, Teacher Identity and Bureaucratic Subjectivities in Early Years Settings.” Policy Futures in Education 14 (6): 655–665. doi:10.1177/1478210316642675; Cumming, Sumsion, and Wong 2015 Cumming, Tamara, Jennifer Sumsion, and Sandie Wong. 2015. “Rethinking Early Childhood Workforce Sustainability in the Context of Australia’s Early Childhood Education and Care Reforms.” International Journal of Child Care and Education Policy 9 (1): 2. doi:10.1007/s40723-015-0005-z.[Crossref] , [Google Scholar], “Rethinking Early Childhood Workforce Sustainability in the Context of Australia’s Early Childhood Education and Care Reforms.” International Journal of Child Care and Education Policy 9 (1): 2. doi:10.1007/s40723-015-0005-z). This article problematises constructions of ‘expert teachers’ and ‘vulnerable children’, which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move a purpose of ECE away from the idea of collective democracy (Dewey 1976 Dewey, John. 1976. “Creative Democracy: The Task Before Us.” In John Dewey: The Later Works, 1925-1953, edited by J. Boydston, vol. 14, 224–230. Carbondale, IL: Southern Illinois University Press. (Original work published 1939). [Google Scholar], “Creative Democracy: The Task Before Us.” In John Dewey: The Later Works, 1925–1953, edited by J. Boydston, vol. 14, 224–230. Carbondale, IL: Southern Illinois University Press. (Original work published 1939)).

摘要

在过去的二十年中，幼儿教育（ECE）已成为新西兰乃至国际上政治议程的重中之重。政府和政策制定者对欧洲经委会的兴趣源于以下想法：对欧洲经委会的“投资”是一个国家未来社会和经济发展的关键（经合组织，2007年，“政策简介：终身学习和人力资本”。） 。http://www.forschungsnetzwerk.at/downloadpub/OECDLet ter-LLL.pdf）。通过现有的幼儿话语和新兴的经济话语的相互作用，幼儿教师理解和从事其工作并视自己为专业人士的环境迅速发生了变化（Penn 2013 佩恩，海伦。 2013年。“育儿市场：它们起作用吗？” 在育儿市场：他们可以提供公平的服务吗？，由伊娃·劳埃德（Eva Lloyd）和海伦·潘（Helen Penn）编辑，19 – 42。英国布里斯托：政策出版社。 [Google Scholar]，“育儿市场：它们起作用吗”。在育儿市场：他们可以提供公平的服务吗？，由伊娃·劳埃德（Eva Lloyd）和海伦·潘（Helen Penn）编辑，19–42。英国布里斯托尔：政策出版社；布朗等。2018年，“对民主的治理观念提出质疑：一个案例研究，研究幼儿园的老师和她的学生如何发声并实施新自由主义的教育框架。” 在当代问题幼儿教育，六月。英国伦敦：SAGE刊物Sage UK；Pupala，Kascak和Tesar2016 Pupala，Branislav，Ondrej Kascak和Marek Tesar。2016。“学习如何制作按钮：早期设置中的专业水平，教师身份和官僚主体性。” 教育中的政策前途14（6）：655 – 665。doi：10.1177 / 1478210316642675。[Crossref]，[Web of Science®]，[  Google Scholar]，“学习如何设置按钮：早期设置中的专业性，教师身份和官僚主体性。” 教育政策的未来14（6）：655–665。doi：10.1177 / 1478210316642675; 卡明，求和，黄2015 卡明（Cumming），塔玛拉（Tamara），珍妮弗·萨姆森（Jennifer Sumsion）和桑迪·王（Sandie Wong）。2015年。“在澳大利亚的幼儿教育和护理改革的背景下，重新考虑幼儿劳动力的可持续性。” 国际儿童保育和教育政策杂志9（1）：2。doi：10.1007 / s40723-015-0005-z。[Crossref]  ，[Google Scholar]，“在澳大利亚的幼儿教育和护理改革的背景下，重新思考幼儿劳动力的可持续性。” 国际儿童保育和教育政策杂志9（1）：2。doi：10.1007 / s40723-015-0005-z）。本文对“专家教师”和“弱势儿童”的建构提出了质疑，这些建构是通过社会干预，经济投资和新西兰ECE脆弱性之间的相互作用而产生的。它认为，所提供的身份建构具有强大的潜力，可以增强欧洲经委会的社会干预主义和新自由主义叙事，并使欧洲经委会的目的脱离集体民主的思想（Dewey 1976）。 杜威，约翰。 1976年。“创造性民主：摆在我们面前的任务。” 在《约翰·杜威：后来的作品》（1925-1953年）中，由J. Boydston编辑，第一卷。14，224 - 230。伊利诺伊州卡本代尔：伊利诺伊州南部大学出版社。（1939年出版的原始著作）。 [Google Scholar]，“创意民主：摆在我们面前的任务”。在约翰·杜威：《后来的作品》，1925-1953年，由J. Boydston编辑，第一卷。14，224–230。伊利诺伊州卡本代尔：伊利诺伊州南部大学出版社。（1939年出版的原始著作）。