Meetings Across the Paradigmatic Divide

The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of th...

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Bibliographic Details
Published in:Educational philosophy and theory Vol. 39; no. 3; pp. 229 - 245
Main Author: Moss, Peter
Format: Journal Article
Language:English
Published: Oxford, UK Taylor & Francis Group 01.06.2007
Blackwell Publishing Ltd
Blackwell Publishing
Taylor & Francis Ltd
Subjects:
Agonistic pluralism
Child Care
Child development
Childhood
Discourse analysis
Discourses
Early childhood
Early Childhood Education
early childhood education and care
Education
Education policy
Educational objectives
Educational philosophy
Educational theory
Ethics
Level of education
Modernity
Multiculturalism & pluralism
paradigm
Paradigms
Philosophy
Pluralism
Political discourse
Political participation
Politicization
Politics
Politics of education
Positivism
postfoundational
Postfoundationalism
Preschool education
Young Children
ISSN:0013-1857, 1578-4576, 1469-5812
Online Access:Get full text
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Summary:The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms-modernity in the former case, postfoundationalism in the latter. The author argues that the absence of dialogue and debate impoverishes early childhood and weakens democratic practice. The article considers whether and in what conditions the concept of agonistic pluralism might provide a framework for political engagement among at least some on either side of the paradigmatic divide, and takes evaluation as one example of a subject for an agonistic politics of early childhood.
Bibliography:Educational Philosophy and Theory; v.39 n.3 p.229-245; June 2007
Refereed article. Includes bibliographical references.
Educational Philosophy and Theory, v.39, no.3, June 2007: (229)-245
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ISSN:0013-1857
1578-4576
1469-5812
DOI:10.1111/j.1469-5812.2007.00325.x