Rationalities in the pedagogical regime of practice

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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.
Translated title of the contributionRationaliteter i det pædagogiske praksisregime
Original languageEnglish
Issue number4
Pages (from-to)554-569
Number of pages16
Publication statusPublished - 14 Aug 2019

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