Pædagogers faglige meningsdannelser
There has been an emergence of a variety of programs, systems and ‘concepts’ in Danish ECE centers, imposed by the municipalities, as attempts to secure quality, learning progress and to monitor developmental and social problems. Quite a substantial amount of critical research have emerged, arguing...
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| Format: | Article |
| Language: | Danish |
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Aarhus University
2020-03-01
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| Series: | Tidsskrift for Professionsstudier |
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| Online Access: | https://tidsskrift.dk/tipro/article/view/119293 |
| Summary: | There has been an emergence of a variety of programs, systems and ‘concepts’ in Danish ECE centers, imposed by the municipalities, as attempts to secure quality, learning progress and to monitor developmental and social problems. Quite a substantial amount of critical research have emerged, arguing that this development can be seen as a new form of governmentality, not adequately aligned with the nature of pedagogical work in ECE institutions, and thus regarded as a process of deprofessionalization. The aim of this article is to offer a supplementary perspective, proposing that the widespread – and popularity – of these new “concepts” cannot be explained in terms of governmentality alone, but also in terms of meaning. Drawing on interviews with pedagogues in 15 ECE centers, it is demonstrated how the professional pedagogues is actively receiving these concepts, trying to make them meaningful in their practice – as new forms of professionalism.
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| ISSN: | 2446-0273 2446-0281 |