NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1005389
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0966-9760
Remediating Child Poverty via Preschool: Exploring Practitioners' Perspectives in England
Simpson, Donald
International Journal of Early Years Education, v21 n1 p85-96 2013
Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families as a means to "unlock social mobility". Drawing on interviews with preschool practitioners working in the poorest region of England, this article provides a rare, close-up insight into how they have responded to assumptions about their role within the policy discussions and debates about child poverty. Findings reveal how those interviewed have internalised the UK Coalition government's discursive formation of child poverty and social justice. Their narratives also indicate how, alongside the child poverty strategy, "policy technology" accompanying the emergence of related reforms to the preschool sector in England and financial cuts are regulative and restrictive to practitioners' thinking and actions. Although only small scale, this research identifies challenges which will potentially prevent practitioners from creating the conditions necessary to address the effects of child poverty and ensure the Coalition government's vision of social justice in England.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)