ABSTRACT

This article examines how environmental design is set in motion as a technique of government in Swedish policy texts issued to advise those who build and plan preschools. Drawing on Foucauldian research on governmentality and Carol Bacchis ‘What’s the problem Represented to be?’ (WPR) approach, five Swedish government policies on how to build and design preschools are examined from a critical perspective. The WPR analysis helps identify how policies produce problems in certain ways and in this case shows how the preschool environment features in policies in accordance with a certain logic. The study shows that the environment is meant to function as a mediator for disciplinary power, to shape children’s behaviors in desirable ways without coercion. The article also highlights certain silences in the material, the most prominent of these being the lack of discussion about adapting preschool environments to different needs without labeling children as disabled.

摘要

本文探讨了环境设计是如何在瑞典发布的政策文本中作为一种政府技术启动的，这些政策文本旨在为建造和规划幼儿园的人提供建议。借鉴福柯对治理的研究和卡罗尔·巴基斯的“问题是什么？” (WPR) 方法，从批判的角度审视了瑞典政府关于如何建造和设计幼儿园的五项政策。WPR 分析有助于识别政策如何以特定方式产生问题，并在这种情况下显示学前环境如何按照特定逻辑在政策中发挥作用。该研究表明，环境旨在充当纪律权力的中介，以理想的方式塑造儿童的行为，而无需强制。这篇文章还强调了材料中的某些沉默，