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Abstract
This paper considers the socially progressive function of a model of 'quality' early childhood education and care widely prescribed to address child poverty across England and the USA. Ubiquitous, it is imbued with a sense of objectivity, secureness and practicality. We question these foundations. Then using data from practitioners in both countries, we contrast expectations about this model of ECEC as an unmitigated good building resilience to 'break cycles of disadvantage', with the everyday experiences and frustrations of practitioners pursuing it. Their data suggest this model of 'quality' has limitations and some heresy is required about this policy orthodoxy.
Original language | English |
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Pages (from-to) | 3-18 |
Number of pages | 16 |
Journal | Journal of Poverty and Social Justice |
Volume | 26 |
Issue number | 1 |
Early online date | 26 Oct 2017 |
DOIs | |
Publication status | Published - 1 Feb 2018 |
Keywords
- Childcare
- Childhood
- Disadvantage
- Early education
- Poverty
- Pre-school
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Profiles
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Eunice Lumsden
- University of Northampton, Childhood, Youth and Families - Subject Leader in Childhood, Youth and Families
- Centre for Education and Research
Person: Academic
Activities
- 1 Invited talk
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I just want to talk about children
Eunice Lumsden (Author)
13 Jun 2020Activity: Academic Talks or Presentations › Invited talk › Teaching
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