A 'globalised' curriculum - international comparative practices and the preschool child as a site of economic optimisation

Bibliographic Data

ID2928684
AuthorsMaja Plum (0000-0002-3029-0593, IT University of Copenhagen, corresponding author)
Year2014
Volume35
Issue4
Pages570-583
Publication date2014-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2013.871239
OpenAlexW2031841286
LanguageEN
Citations received4
References cited15

Globalisation is often referred to as being external to education – a state of affairs presenting the modern curriculum with numerous challenges. In this article, ‘globalisation’ is examined as something that is internal to curriculum and analysed as a problematisation in a Foucaultian sense, that is, as a complex of attentions, worries and ways of reasoning, producing curricular variables. The analysis is made through an example of early childhood curriculum in Danish preschool, and the way the curricular variable of the preschool child comes into being through ‘globalisation’ as a problematisation, carried forth by comparative practices such as Programme for International Student Assessment. It thus explores some of the systems of reason that educational comparative practices carry through time, focusing on the ways in which configurations are reproduced and transformed, forming the preschool child as a site of economic optimisation

Curriculum · Curriculum development · Curriculum theory · Economic globalization · Globalization · Pedagogy · Political science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law

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