Practitioners’ constructions of love in early childhood education and care

Love is rarely mentioned in Early Childhood Education and Care and there is no agreed definition for love in this context. In order to explore love in settings practitioner views on the topic should be sought. Unstructured interviews were carried out with senior practitioners in five contrasting settings. A range of qualitative methods were applied to the constructions over an extended period, and a thematic analysis was carried out at the last. Practitioners talked about wide-ranging aspects of practice in response to the narrative prompt about loving children, including the importance of showing to love through touch, familial and non-familial love, loving to be with children, and love as incorporating teaching lessons for the future. A definition of love is needed to facilitate professional discussions about love in settings, away from children’s own homes.     

Intercultural education in Detroit, 1943–1954

In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes that emphasised the principles of equality of opportunity and inalienable human rights, that promoted respect for diverse races and cultures, that warned against the dangers of race-based totalitarianism and that taught all students to fulfil their responsibilities as US citizens. These programmes, generally referred to as ‘intercultural education’, enjoyed their greatest success from the late 1930s to the early 1950s.

In practice, most intercultural education programmes, as implemented in schools, did not live up to the ideals established by intercultural education’s founders. Instead, most programmes focused on the cultural contributions of diverse groups and on values such as tolerance and appreciation for differences. Yet one large and influential public school district, the Detroit Public Schools (DPS) district, did fulfil many of the expectations for the programmes. DPS administrators and teachers pushed intercultural education in more daring directions, directly tackling deeper structural issues such as power, privilege, discrimination, equality and race to help students from different racial and cultural backgrounds respect one another and to help groups that were traditionally discriminated against achieve their full rights as citizens. Intercultural education in Detroit simultaneously taught students to value racial and cultural diversity and to cherish and follow civic values – not an easy task. Although intercultural education was a short-lived movement, ending in the 1950s in Detroit and around the country, we demonstrate that many initiatives of intercultural education formed the basis for accomplishments several decades later, during what is known as the multicultural education movement. Intercultural education also had a legacy through Norman Drachler, a leader of the intercultural programmes in the 1940s: years later, as General Superintendent of the DPS in the late 1960s, Drachler would lead the effort to dramatically change US history textbooks to be inclusive of diverse people and groups.     

Greek early childhood educators’ conceptualization of education,care and educare concepts

Drawing on kindergarten teachers’ and University departments’ reactions to the Greek government’s initiative to adopt an integrated Early Childhood Education and Care (ECEC) system, the present study aimed to explore how various ECEC professional groups working in the two main preschool programs operating in Greece define different aspects inherent to ECEC theory and practice. Results yielded both similarities and differences, with aspects of health and well-being characterized mostly as having both a ‘care’ and an ‘education’ aspect, whereas personal and professional development and communication, management and administrative factors were characterized as educational in nature. Discrepancies were revealed in terms of child development, education and play and social environment factors, with those working in childcare settings defining them as including both ‘care’ and ‘education’ whereas those working in kindergartens defined them as educational in nature.     

The function of individualized education programmes in special education: a discussion of premises∗

ABSTRACT

This paper focuses on the construction and implementation of written individual plans for teaching students in special education. Experiences from a number of countries are given, and from these experiences two premises for planning teaching are deduced: one regarding the link between diagnosis and instruction and one regarding teacher planning. The premises are discussed in some detail and consequences for individual planning in special education are formulated.

     

The policy and practice of music education in England, 2010–2020

Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high-quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner-led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings.     

The characteristics of China’s compulsory education funding policy change, 1986–2006

China’s Compulsory Education Law, determining the development of compulsory education, was first promulgated in 1986 and then amended in 2006. It has been a symbolic milestone in the history of Chinese education. During two decades, there have been totally 8 influential reforms in compulsory education funding policy. From the viewpoint of practical analysis and value analysis about policy changes, China’ s compulsory education funding policy is still in a state of dramatic changes and mixed changes, which shows some disadvantages. __________ Translated from Jiaoyu Lilun Yu Shijian 教育理论与实践 (Theory and Practice of Education), 2006, 27(3): 37–40     

The care‐less manager: gender,care and new managerialism in higher education

While there has always been a profound indifference to the affective domain in formal education, given its Cartesian allegiance to the development of the rational autonomous subject, this indifference to the emotional subject is intensifying with the glorification of performativity. As higher education is especially subject to performance measurement and rankings, this study of top‐level management in Irish higher education shows that those who hold senior management posts are subjected increasingly to disciplinary rationalities that largely preclude being a primary carer. The definition of senior managerial posts as care‐less positions, in terms of primary care responsibilities, advantages those who are care‐free and these are disproportionately men in societies where the moral imperative to do primary care work applies mainly to women. The data suggest that understanding how the care ceiling operates is crucial for understanding why women do not occupy senior managerial positions within new managerial regimes in higher education.     

Useful citizens,useful citizenship: cultural contexts of Sámi education in early twentieth-century Norway,Sweden, and Finland

Abstract

This article investigates Sámi elementary education in early twentieth-century Finland, Norway, and Sweden. The main focus lies on cultural contexts that frame and limit language use. The key analytical concepts are useful citizen and useful citizenship. Through these concepts the article probes the ways in which governmental educational authorities and Sámi teachers talked about education and citizenship. Studying these concepts and the cultural contexts behind them sheds light on the formation phase of Nordic citizenship. Full-scale citizenship was not offered to all individuals inside the nation state. Where it was, it had certain conditions that excluded cultural elements of minority populations. Sámi teachers defined citizenship mainly within the Norwegian, Swedish, and Finnish nation states. However, some tendencies towards a more cross-national notion of Sámi identity can be discerned.     

The beginnings of modern education in Korea, 1883–1910

Korea opened up to foreign intercourse in 1876, when the country concluded its first international treaty with Japan. Similar treaties with European and American nations followed during the 1880s. The period until 1910, when Korea was annexed to the Japanese Empire, saw manifold attempts to reform as well as resistance to these reforms. Against the background of research on the world institutionalisation of education, this contribution analyses the changes that the opening of Korea entailed in the field of education, especially focusing on newly established forms of education. First, modern education was characterised by newly created institutions and curricula. These institutions can be classified according to the actors engaged in their creation, private Korean citizens, foreign missionary actors and the Korean government. Second, new educational discourses and practices characterised modern education in Korea. These new discourses played a central role in negotiating Korean nationalism and in culturally positioning Korea between China and the “West”. Bodily practices were radically changed through uniforms, new hairstyles and military drills. A new system of classroom interaction was introduced to Korea.     

From care to education and work? Education and employment trajectories in early adulthood by children in out-of-home care

BackgroundTemporal dynamics during the early adulthood transition among children in out-of-home care is a neglected research area, leaving the possibility of coping with childhood adversity over time a poorly understood topic.ObjectiveTo explore early adulthood education and employment trajectories among young adults who experienced out-of-home care during childhood and to examine how various care history factors predict these trajectories.ParticipantsWe use longitudinal birth cohort data comprising individual-level information from national registers of all children born in Finland in 1987 (N = 59,476, of whom 1893 were in care).Setting and methodsWe use trajectory clustering from a previous study on the 1987 birth cohort to compare trajectories between children in care and a propensity score–matched group of peers never in care. We investigated the association between care history factors and trajectories with multinomial logistic regression modeling.ResultsCompared with the matched peer group, children in care were less likely to enter trajectories characterized by education and employment (38%) and more likely to enter trajectories involving early parenthood (14%) or long periods of fragmented social assistance benefit receipt and unemployment (21%). Those on early parenthood trajectories were almost exclusively women, whereas those receiving social assistance benefits and experiencing unemployment for lengthy periods were mostly men. Entering disadvantaged trajectories was associated with, inter alia, placement as an adolescent, residential care, and aging out of care.ConclusionThe study demonstrates the relevance of examining longitudinal trajectories in children in care’s early adulthood. Many young adults with care experience need support in education and employment beyond young adult age.     

Between education and care? Critical reflections on early childhood policies in Germany

This article identifies the responsibilities for early childhood care and education (ECCE) in the German child and youth welfare system and shows the expansion of children's services. The official German statistics demonstrate that almost every child from the age of three to school age attends ‘Kindergarten’. Current policies and measures are therefore mainly focused on extending provision for the under‐threes. There are still enormous differences in the number of places available for children under three years of age between the eastern and western parts of Germany. Due to the increased significance of early education and the educational curricula drafted in all 16 Länder over the past few years, the qualifications required of professional pedagogues today have changed considerably. There is a broad consensus in Germany that it is necessary to redefine the course content and structure and put them on a theoretical basis. The article pinpoints the problems of children with special needs, and especially of those whose family language is not German. Despite some positive developments in German ECCE little progress has been made with regard to effectively implementing the conceptual unity of education, care and upbringing.     

Monitoring of education for sustainable development in Germany – insights from early childhood education,school and higher education

In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.     

Neo-liberalism and universal state education: the cases of Denmark,Norway and Sweden 1980–2011

This article investigates neo-liberal policy on education in Denmark, Norway and Sweden. Traditionally, the edifice of the education system in these Scandinavian countries has been built on egalitarian values, but over the last 20 years they have increasingly adopted market-led reforms of education. The extent of neo-liberal policy varies between the countries. Denmark and Norway have remained more hostile toward such policies, thus protecting the education system from extensive deregulation and privatisation. Conversely, in Sweden a greater credence has been given to market forces, allowing private providers to play a much more significant role in delivering education services. This variation in neo-liberal policy on education in Scandinavia is usually ascribed to the increasing power of the Right. However, this article differs from most other education research in that it argues, on the contrary, that the answer is to be found mainly within the social democratic parties themselves.     

Something old,something new,something borrowed,and something Froebel? The development of origami in early childhood education in Japan

ABSTRACT

This study examines how origami has been implemented, practised, and developed in the early childhood education of Japan over the past 140 years. Historically speaking, paper-folding has been part of Japanese symbolic art, craft culture, and religious ceremonial artefacts since paper and paper-folding techniques were first imported from China during the seventh century. By the eighteenth century, paper-folding provided a form of mass entertainment in Japanese society. During the 1870s, paper-folding was dramatically transformed into a pedagogical tool within Japanese kindergartens after Friedrich Froebel’s (1782–1852) kindergarten system and its curriculum was transferred to Japan from the West. “Papier-Falten” (paper-folding) comprised an element of Froebel’s Occupations – which was a series of handiwork activities – in his kindergarten curriculum, whereby various folding techniques and models were derived from European traditional paper-folding and introduced into a Japanese kindergarten curriculum that was associated with the concept of Froebel’s kindergarten. Particularly seen in early childhood education in Japan, what we now call origami developed as a new form of paper-folding. This gradually emerged through the marriage of Western (German) and Eastern (Japanese) paper-folding cultures. The study highlights the benefits and uniqueness of cultural transmission and transformation when developing origami in early childhood education in Japan.     

The Andersonians and progressive education, 1930–1968

Strategic Uncertainties: Ethics, Politics and Risk in Contemporary Educational Research. Phyllida Coombes, Mike Danaher, Patrick Alan Danaher (Editors) Post Pressed, Flaxton Qld, 2004, pp.210 ISBN: 1876682728 (paperback) AUD$29.50

Making Hope Practical. School Reform for Social Justice. Peter McInerney. Post Pressed, Qld, 2004, 244pp. ISBN 187668271X AUD$45.00     

The religious–secular interface and representations of Islam in phenomenological religious education

Abstract

Alongside community-based education, a principal agency which has contributed to defining multi-faith identities in England and Wales over the past five decades has been the subject of religious education in state maintained schools. Over this period, formulations of the social category of ‘Muslims’ and the curricular concept of ‘Islam’ in religious education have been significantly influenced by the application of the phenomenology of religion, a methodology derived from religious studies that has come under question for its decontextualised readings of religion. Drawing upon critiques of this approach, this article seeks to examine representations of Islam and Muslims in religious education based on the phenomenological model, with particular reference to the interface between the religious and the secular. Looking ahead, the article considers proposals on intercultural education which aim at preparing the young for a contributive role in society.     

The professionalisation of teaching: teacher training and education reform in Austria, 1867–1914

This article examines Austria’s efforts to reform teacher education during the period of the Dual Monarchy, 1867–1914. It offers insight into the role of teachers in Austrian society and how this role changed over time. It demonstrates that, during this period, teaching became an institutionalised and professionalised occupation. This process of professionalisation brought teachers firmly under state control, leading to conflict between teachers and the Austrian educational bureaucracy. This process also led to the development of a robust network of teachers’ associations to represent the interest of Austrian teachers and to contribute to their professional development. This article utilises documents from the Austrian educational bureaucracy, printed curriculum and pedagogical journals to illustrate that Austrian teacher training reforms offer crucial insight into the development of public education in the late nineteenth century.     

The history of education in non‐education periodicals, 1939–1967: A bibliography

Abstract

Children with special educational needs form a substantial minority of the school population. The mechanisms and associated resources in the 1981 Education Act were oriented towards children with statements of special educational needs and neglected children with special needs but without statements. This paper examines the recent shift in policy emphasis away from the former, and towards the latter, group. The precursors to this position, notably the unmanageable rise (for LEAs) in numbers of children with statements and the broadening of the basis on which children were given statements, are examined. Both the 1994 Code of Practice concerning children with special needs and the proposed changes to the National Curriculum can be seen in part as, by redefining non statemented special needs provision, mechanisms to tackle the inexorable increase in statements. Four major repercussions of this shift are discussed. Finally some longer term implications are examined.