Guy Roberts‐Holmes
Biographic Data
| ID | 6154694 |
|---|---|
| NAME | Guy Roberts‐Holmes |
| GIVEN NAMES | Guy |
| FAMILY NAME | Roberts‐Holmes |
| SIGNATURE | HOLMES G R |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-8122-0499 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 47 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Towards an understanding of the political economy of earlychildhood education platforms. Pro Business or Pro Children
There is a rapidly expanding and proliferating number of commercial early childhood platforms, competing for market share in what has become a crowded marketplace. Early childhood platforms provide a wide range of functions including an all-in-one digital ecosystem offering a learning management system; social media communication between educators, families and children; invoicing and payment; attendance monitoring; data tracking; individual prof…
Staying with the trouble of datafication in early childhood education
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses…
Now is the time! Confronting neo-liberalism in early childhood
Over the last 30 years, neo-liberalism has permeated early childhood, as all other aspects of life. Having introduced what neo-liberalism is, the article looks at some of its effects on early childhood education and care, including markets, imaginaries and governance. It argues that though neo-liberalism is a powerful force, it is resistible and replaceable – and that now is the time to be developing alternatives to existing policies, grounding t…
Neoliberalism and Early Childhood Education
"Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has 'sunk its roots deep' into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the Coronavirus pandemic, Roberts-Ho…
The Datafication of Primary and Early Years Education
The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the ‘data-obsessed’ school. Through insightful case…
Creating an Ofsted story
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their eve…
Primary schools and network governance
Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE‐accredited baseline assessment prov…
Governance, accountability and the datafication of early years education in England
In this paper we attempt to critically ‘make visible the flow and circulation of data’ through analysing the datafication of the early years education sector in England (children aged 2–5). The concept of datafication is used to understand the processes and impacts of burgeoning data‐based governance and accountability regimes. This analysis builds upon early childhood researchers who were influenced by Foucault and others, who have noted the way…
The ‘datafication’ of early years pedagogy
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon th…
Producing victim identities
Drawing on research with Gambian female asylum seekers in London, who are claiming asylum on the basis of the threat of forced female genital mutilation, this article examines their narratives of self-production in the asylum claims process. Refuting representations of asylum seekers as victims of such a process we argue that they must be seen as partly complicit in the production of a victim identity, as they assume the identity of victim to ver…
Diversity and Difference in Early Childhood Education
Diversity and Difference in Early Childhood Education: Issues for Theory and Practice by Kerry H. Robinson and Criss Jones-Diaz. Pp. 207. Maidenhead: Open University Press. 2006. £60.00 (hbk), £18.99 (pbk). ISBN 0335 21683 8 (hbk), 0335 216 82 x (pbk)
The ‘datafication’ of early years pedagogy
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon th…
Creating an Ofsted story
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their eve…
Governance, accountability and the datafication of early years education in England
In this paper we attempt to critically ‘make visible the flow and circulation of data’ through analysing the datafication of the early years education sector in England (children aged 2–5). The concept of datafication is used to understand the processes and impacts of burgeoning data‐based governance and accountability regimes. This analysis builds upon early childhood researchers who were influenced by Foucault and others, who have noted the way…
Producing victim identities
Drawing on research with Gambian female asylum seekers in London, who are claiming asylum on the basis of the threat of forced female genital mutilation, this article examines their narratives of self-production in the asylum claims process. Refuting representations of asylum seekers as victims of such a process we argue that they must be seen as partly complicit in the production of a victim identity, as they assume the identity of victim to ver…
Diversity and Difference in Early Childhood Education
Diversity and Difference in Early Childhood Education: Issues for Theory and Practice by Kerry H. Robinson and Criss Jones-Diaz. Pp. 207. Maidenhead: Open University Press. 2006. £60.00 (hbk), £18.99 (pbk). ISBN 0335 21683 8 (hbk), 0335 216 82 x (pbk)
Producing victim identities
Drawing on research with Gambian female asylum seekers in London, who are claiming asylum on the basis of the threat of forced female genital mutilation, this article examines their narratives of self-production in the asylum claims process. Refuting representations of asylum seekers as victims of such a process we argue that they must be seen as partly complicit in the production of a victim identity, as they assume the identity of victim to ver…
The ‘datafication’ of early years pedagogy
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon th…
Governance, accountability and the datafication of early years education in England
In this paper we attempt to critically ‘make visible the flow and circulation of data’ through analysing the datafication of the early years education sector in England (children aged 2–5). The concept of datafication is used to understand the processes and impacts of burgeoning data‐based governance and accountability regimes. This analysis builds upon early childhood researchers who were influenced by Foucault and others, who have noted the way…
The Datafication of Primary and Early Years Education
The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the ‘data-obsessed’ school. Through insightful case…
Creating an Ofsted story
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their eve…
Primary schools and network governance
Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE‐accredited baseline assessment prov…
Neoliberalism and Early Childhood Education
"Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has 'sunk its roots deep' into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the Coronavirus pandemic, Roberts-Ho…
Now is the time! Confronting neo-liberalism in early childhood
Over the last 30 years, neo-liberalism has permeated early childhood, as all other aspects of life. Having introduced what neo-liberalism is, the article looks at some of its effects on early childhood education and care, including markets, imaginaries and governance. It argues that though neo-liberalism is a powerful force, it is resistible and replaceable – and that now is the time to be developing alternatives to existing policies, grounding t…
Towards an understanding of the political economy of earlychildhood education platforms. Pro Business or Pro Children
There is a rapidly expanding and proliferating number of commercial early childhood platforms, competing for market share in what has become a crowded marketplace. Early childhood platforms provide a wide range of functions including an all-in-one digital ecosystem offering a learning management system; social media communication between educators, families and children; invoicing and payment; attendance monitoring; data tracking; individual prof…
Staying with the trouble of datafication in early childhood education
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses…
Political science (11 works) · Sociology (9 works) · Pedagogy (8 works) · Early childhood education (7 works) · Early Childhood Education and Development (7 works) · Children's Rights and Participation (6 works) · Economics (5 works) · Law (5 works) · Politics (5 works) · Psychology (5 works)