Remove ‘care’ and stir
Modernizing early childhood teacher education in Norway
Bibliographic Data
| ID | 11487992 |
|---|---|
| Authors | Teresa K Aslanian (0000-0001-9875-617X, OsloMet – Oslo Metropolitan University, corresponding author) |
| Year | 2020 |
| Volume | 35 |
| Issue | 4 |
| Pages | 485-502 |
| Publication date | 2020-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2018.1555648 |
| OpenAlex | W2906675542 |
| Language | EN |
| Citations received | 12 |
| References cited | 30 |
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
Developmental psychology · Early childhood · Early childhood education · Economic growth · Government (linguistics · Linguistics · Pedagogy · Political science · Public relations · Salient · Sociology · Subsidy · Teacher education · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Representations of Care in Norwegian Kindergarten Annual Plans
Understanding Professional Identity Through Policy and Support Perceptions
Shifting Models of Early Childhood Education
Being an Ecec Teacher Educator—With Love as a Dare
Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared
What is needed is a cryptographer
A critical realist analysis of kindergarten teachers' professional identity in Chinese policy
Every rose has its thorns
Care
Philosophy of education in a new key
Care as concubine
The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies
Hegel's Phenomenology of Spirit
New directions in policy borrowing research
Ethics and Politics in Early Childhood Education
Deconstructing Professionalism in Early Childhood Education
Foucault and Education
Posthumanist Performativity
Archaeology of Knowledge
Matters of care
Ready or not, here they come! Care as a material and organizational practice in Ecec for children under two
Do mothers want professional carers to love their babies
Ontology of the accident
Death to Critique and Dissent? The Policies and Practices of New Managerialism and of 'Evidence-based Practice
Neoliberalism and education
The Future of Hegel
Education policy, power relations and teachers’ work
Plasticity
Reconstructing professionalism in Ecec
Nothing Comes Without Its World
What is policy? 21 years later
| Unique citing works | 12 |
|---|---|
| Citations per year | 2 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |