Rationalities in the pedagogical regime of practice

Bidragets oversatte titel: Rationaliteter i det pædagogiske praksisregime

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Abstract

Using a Foucauldian governmentality approach, this article examines the connections and tensions between rationalities relying on recognition and democratic ideals, and the educationally and developmentally oriented rationality that characterises the pedagogical regime of practice in Denmark. The conclusion is that rationalities of recognition and democracy are subordinated to an educationally and developmentally oriented rationality. Thus, in practice, the former are transformed into an instrument for fulfilling educational and developmental objectives, with a primary focus on the child achieving an age-appropriate level of development.
Bidragets oversatte titelRationaliteter i det pædagogiske praksisregime
OriginalsprogEngelsk
TidsskriftChildhood
Vol/bind26
Udgave nummer4
Sider (fra-til)554-569
Antal sider16
ISSN0907-5682
DOI
StatusUdgivet - 14 aug. 2019

Emneord

  • Children's participation
  • developmental psychology
  • early childhood education
  • governmentality
  • recognition

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