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The social and political construction of early childhood education

Michel Vandenbroeck UGent, Filip Coussée UGent and Lieve Bradt UGent (2010) BRITISH JOURNAL OF EDUCATIONAL STUDIES. 58(2). p.139-153
abstract
We analyse two foundational social problems regarding early childhood education. The first, in the late nineteenth century, is infant mortality, a social problem that constituted the historical legitimation for the first creches. The second, the prevention of school failure, is very topical today. By analysing these examples in their historicity, taking into account social, political, economical and scientific contexts, it becomes clear that early childhood education can contribute to the individualisation and decontextualisation of social problems. Yet acknowledging this also means opening windows of new opportunities, as far as the construction of social problems remains an open debate in which disagreement rather than consensus is fostered.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
social pedagogy, CARE, TEACHERS, CONTEXT, POLICY, politics, early childhood education, praxis, WELFARE-STATE
journal title
BRITISH JOURNAL OF EDUCATIONAL STUDIES
Br. J. Educ. Stud.
volume
58
issue
2
pages
139 - 153
Web of Science type
Article
Web of Science id
000278139800002
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.78 (2010)
JCR rank
74/177 (2010)
JCR quartile
2 (2010)
ISSN
0007-1005
DOI
10.1080/00071001003752237
language
English
UGent publication?
yes
classification
A1
additional info
FT N/A
copyright statement
I have transferred the copyright for this publication to the publisher
id
985172
handle
http://hdl.handle.net/1854/LU-985172
date created
2010-06-23 16:34:12
date last changed
2011-06-28 15:26:00
@article{985172,
  abstract     = {We analyse two foundational social problems regarding early childhood education. The first, in the late nineteenth century, is infant mortality, a social problem that constituted the historical legitimation for the first creches. The second, the prevention of school failure, is very topical today. By analysing these examples in their historicity, taking into account social, political, economical and scientific contexts, it becomes clear that early childhood education can contribute to the individualisation and decontextualisation of social problems. Yet acknowledging this also means opening windows of new opportunities, as far as the construction of social problems remains an open debate in which disagreement rather than consensus is fostered.},
  author       = {Vandenbroeck, Michel and Couss{\'e}e, Filip and Bradt, Lieve},
  issn         = {0007-1005},
  journal      = {BRITISH JOURNAL OF EDUCATIONAL STUDIES},
  keyword      = {social pedagogy,CARE,TEACHERS,CONTEXT,POLICY,politics,early childhood education,praxis,WELFARE-STATE},
  language     = {eng},
  number       = {2},
  pages        = {139--153},
  title        = {The social and political construction of early childhood education},
  url          = {http://dx.doi.org/10.1080/00071001003752237},
  volume       = {58},
  year         = {2010},
}

Chicago
Vandenbroeck, Michel, Filip Coussée, and Lieve Bradt. 2010. “The Social and Political Construction of Early Childhood Education.” British Journal of Educational Studies 58 (2): 139–153.
APA
Vandenbroeck, M., Coussée, F., & Bradt, L. (2010). The social and political construction of early childhood education. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 58(2), 139–153.
Vancouver
1.
Vandenbroeck M, Coussée F, Bradt L. The social and political construction of early childhood education. BRITISH JOURNAL OF EDUCATIONAL STUDIES. 2010;58(2):139–53.
MLA
Vandenbroeck, Michel, Filip Coussée, and Lieve Bradt. “The Social and Political Construction of Early Childhood Education.” BRITISH JOURNAL OF EDUCATIONAL STUDIES 58.2 (2010): 139–153. Print.