En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in EC...
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| Published in | Journal of education policy Vol. 38; no. 6; pp. 963 - 984 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
02.11.2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0268-0939 1464-5106 |
| DOI | 10.1080/02680939.2022.2161639 |
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| Abstract | There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional 'object interviews'. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices - and policies that shape these practices - might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages. |
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| AbstractList | There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional 'object interviews'. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices - and policies that shape these practices - might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages. |
| Audience | Early Childhood Education |
| Author | Thompson, Terrie Lynn Minnaert, Alexander Oosterhoff, Arda Oenema-Mostert, Ineke |
| Author_xml | – sequence: 1 givenname: Arda orcidid: 0000-0001-6352-0802 surname: Oosterhoff fullname: Oosterhoff, Arda email: arda.oosterhoff@nhlstenden.com organization: NHL Stenden University of Applied Sciences – sequence: 2 givenname: Terrie Lynn orcidid: 0000-0002-8166-3791 surname: Thompson fullname: Thompson, Terrie Lynn organization: University of Stirling – sequence: 3 givenname: Ineke surname: Oenema-Mostert fullname: Oenema-Mostert, Ineke organization: University of Groningen – sequence: 4 givenname: Alexander orcidid: 0000-0003-3886-1634 surname: Minnaert fullname: Minnaert, Alexander organization: University of Groningen |
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| Title | En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages |
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