Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway
The main purpose of this article is to explore and develop a basic understanding of a new formulation of children’s learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective o...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2022-11-01
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| Series: | Nordic Journal of Studies in Educational Policy |
| Online Access: | https://www.tandfonline.com/doi/10.1080/20020317.2022.2148406 |
| _version_ | 1828119573217411072 |
|---|---|
| author | Tora Korsvold Mette Nygård |
| author_facet | Tora Korsvold Mette Nygård |
| author_sort | Tora Korsvold |
| collection | DOAJ |
| description | The main purpose of this article is to explore and develop a basic understanding of a new formulation of children’s learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective on children’s learning towards a heavier emphasis on school readiness, mathematics, and linguistic skills. And it is this latter approach which is our topic here. The research question is as follows: What transformations can be identified in learning discourses in the Norwegian government’s White papers? Analysing political reports will help us identify discourses, including the power and resistance of the ECEC professionals. For this purpose, Fairclough’s three-dimensional analysis model is an appropriate way to analyse dynamic processes of recontextualization and reconceptualization. His analysis includes three levels: social structure, social practices and social events, with the aim being to discover how the existing order of discourse is being reproduced or reconstructed. Further, the concept of interdiscursivity describes how texts draw on previous and existing discourses. The article identifies movements and complexity both in policies and among professionals. The learning discourses are strongly influenced by New Public Management in the way of individualization, assessment and accountability. There are signs of silence and acceptance, but resistance and countermovements are also present in the field of ECEC. |
| first_indexed | 2024-04-11T13:50:12Z |
| format | Article |
| id | doaj.art-11a9d73182694bde8ca6a2a42ac28090 |
| institution | Directory Open Access Journal |
| issn | 2002-0317 |
| language | English |
| last_indexed | 2024-04-11T13:50:12Z |
| publishDate | 2022-11-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Nordic Journal of Studies in Educational Policy |
| spelling | doaj.art-11a9d73182694bde8ca6a2a42ac280902022-12-22T04:20:39ZengTaylor & Francis GroupNordic Journal of Studies in Educational Policy2002-03172022-11-0111010.1080/20020317.2022.2148406Silence, resistance, and acceptance? An analysis of early childhood education and care policy in NorwayTora Korsvold0Mette Nygård1Norwegian University of Sience and Technology, NorwayNorwegian University of Sience and Technology, NorwayThe main purpose of this article is to explore and develop a basic understanding of a new formulation of children’s learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective on children’s learning towards a heavier emphasis on school readiness, mathematics, and linguistic skills. And it is this latter approach which is our topic here. The research question is as follows: What transformations can be identified in learning discourses in the Norwegian government’s White papers? Analysing political reports will help us identify discourses, including the power and resistance of the ECEC professionals. For this purpose, Fairclough’s three-dimensional analysis model is an appropriate way to analyse dynamic processes of recontextualization and reconceptualization. His analysis includes three levels: social structure, social practices and social events, with the aim being to discover how the existing order of discourse is being reproduced or reconstructed. Further, the concept of interdiscursivity describes how texts draw on previous and existing discourses. The article identifies movements and complexity both in policies and among professionals. The learning discourses are strongly influenced by New Public Management in the way of individualization, assessment and accountability. There are signs of silence and acceptance, but resistance and countermovements are also present in the field of ECEC.https://www.tandfonline.com/doi/10.1080/20020317.2022.2148406 |
| spellingShingle | Tora Korsvold Mette Nygård Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway Nordic Journal of Studies in Educational Policy |
| title | Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway |
| title_full | Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway |
| title_fullStr | Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway |
| title_full_unstemmed | Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway |
| title_short | Silence, resistance, and acceptance? An analysis of early childhood education and care policy in Norway |
| title_sort | silence resistance and acceptance an analysis of early childhood education and care policy in norway |
| url | https://www.tandfonline.com/doi/10.1080/20020317.2022.2148406 |
| work_keys_str_mv | AT torakorsvold silenceresistanceandacceptanceananalysisofearlychildhoodeducationandcarepolicyinnorway AT mettenygard silenceresistanceandacceptanceananalysisofearlychildhoodeducationandcarepolicyinnorway |