Suchergebnisse

In a context of expanding early childhood education, this article begins by adopting a critical approach, exploring the technologies being applied to young children in a contemporary society of control, taking the case of England, a country which has seen a marked change in government's attitude towards early childhood education over the past 20 years, from indifference to high priority. England also illustrates the relationship between changing state attitudes to early childhood education and the growing influence of neoliberalism on politics and economics. The second part of the article changes tack, from a critique of a powerful discourse of control to the disruptive potential of a discourse of hope. While recognising that 'everything is dangerous', not least education and the institution of the school, and that the dangers should never be downplayed, there are alternatives, for example, a discourse of education and the school that foregrounds democracy, emancipation and potentiality, a discourse that many have sought to enact and continue to do so.

Cet article examine la position émergente des pères dans les congés parentaux en Europe. Il tente de répondre à deux questions. Est-ce que ces congés modifient le comportement des pères dans les soins à court terme ? Dans quelle mesure les politiques de congés répondent-elles à la problématique, beaucoup plus vaste, de la relation entre aide aux proches, emploi et genre tout au long de l'existence ? Cette relation condamne aujourd'hui les femmes à subir des inégalités sur le marché du travail et cantonne les hommes dans un rôle secondaire auprès de leurs proches.

The paper argues that in the early years field England has started a process of change from what is termed a 'childcare discourse' to a 'pedagogical discourse', the former representing a fragmented approach to services for children, the latter the sort of integrated and holistic approach to which theEvery Child Matterspolicy aspires. It considers the experience of countries which have already made the turn to a pedagogical discourse, what this change might mean in the area of school-age provision and the barriers to England completing the process of change, which requires restructuring to be grounded in rethinking.