Questioning Democratic Notions of Governance: A Case Study Examining How a Kindergarten Teacher and Her Students Give Voice to and Enact a Neoliberal Framing of Schooling

Autor/inn/en	Brown, Christopher P.; Englehardt, Joanna; Barry, David P.; Ku, Da Hei
Titel	Questioning Democratic Notions of Governance: A Case Study Examining How a Kindergarten Teacher and Her Students Give Voice to and Enact a Neoliberal Framing of Schooling
Quelle	In: Contemporary Issues in Early Childhood, 20 (2019) 3, S.236-252 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118773382
Schlagwörter	Neoliberalism; Kindergarten; Preschool Teachers; Preschool Children; Democratic Values; Governance; Teacher Attitudes; Student Behavior; Teacher Behavior; Human Body; Nonverbal Communication; Teaching Methods; Power Structure + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerverhalten; Student behaviour; Schülerverhalten; Teacher behaviour; Menschlicher Körper; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An important factor that may be missing from recent attempts to counter, resist, and/or reconceptualize the neoliberal framing of the early education process is the actions of children, particularly those that reinforce the neoliberal assemblage of schooling they learn through their interactions with their teacher in school. This article begins to address this issue by employing Foucault's conceptions of governmentality to examine how a teacher and students in a kindergarten classroom located in the USA give voice to and make choices that reflect the dominant neoliberal discourses of schooling. Such an analysis creates the opportunity to consider what needs to be done to assist both early educators and the children themselves so that they can live in the presence of each other within their neoliberal classrooms otherwise. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01