Session Information
23 SES 04 A, The Politics of Education and Care
Paper Session
Contribution
In the 1960s and 1970s significant attempts were made to reform the sector of formal early childhood education in Germany as well as in Austria. If these transformations are examined with a Foucauldian concept of discourse contingences, objects in the discourse, and the rules which create the objects become apparent. These characteristics provide interesting opportunities for policy analysis. Or as Doherty (2007: 193) claims: the Foucauldian concept of discourse “offers us the possibility of marking out a distinctive and penetrating analytical approach with which to undertake the task of critically reading education policy”. In this paper this method of policy analysis will be applied to the discourses of formal early childhood education in Austria and in Germany in the period of the 1960s and 1970s. First results of two ongoing, independent research projects, one in Austria and one in Germany, are combined in order to show intersections and differences of the two discourses. One point of intersections is the use of (educational) equality. Hence the question how the object of (educational) equality is used in the two discourses will exemplarily be explored in the paper.
Method
Expected Outcomes
References
Doherty, Robert (2007): Critically Framing Education Policy: Foucault, Discourse and Governementality. In: Peters, Michael A./Besely, Tina A.C. (edit.): Why Foucault? New Directions in Educational Research. New York, Washington, Bern, Frankfurt am Main, Berlin, Brussels, Vienna, Oxford: Peter Lang, pp. 193-204. Foucault, Michel (1981): Archäologie des Wissens, Frankfurt am Main: Suhrkamp. Hoffmann-Ocon, Andreas / Schmidtke, Adrian (2011): Zwischen Bildungspolitik und Bildungswissenschaft: Legitimationen von Bildungsreformen in bildungshistorischer Perspektive. In: Ludwig, Luise/ Luckas, Helga/ Hamburger, Franz/ Aufenanger, Stefan (Hrsg.): Bildung in der Demokratie II. Tendenzen - Diskurse - Praktiken. Opladen: Budrich, 107-121. Seyss-Inquart, Julia (2011): „Wenn ich groß bin werde ich Humankapital“ – Anmerkungen über die institutionelle Fremdbetreuung von Kindern. In: Forster, Edgar / Casale, Rita (Hrsg.): Jahrbuch Frauen- und Geschlechterforschung in der Erziehungswissenschaft (in Druck).
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