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ERIC Number: EJ1150679
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0300-4430
Ad-Hoc Numbers Forming Provision and Policy: Round and Round of Universal Access in an Australian Preschool
Millei, Zsuzsa; Gallagher, Jannelle
Early Child Development and Care, v187 n10 p1528-1542 2017
Australian early childhood education still labours with the achievement of universal access and the production of comprehensive and consistent data to underpin a national evidence base. In this article, we attend to the processes led by numbers whereby new practices of quantification, rationalization and reporting are introduced and mastered in a New South Wales preschool to reach universal access and effective data reporting following state initiatives. Provisional numbers, set by the state government, are instrumental in configuring and solidifying these processes through which preschools engage in creative strategizing, modelling and calculations to enact, inform and form policies. With the help of a preschool director's biographical notes, we explore the complex entanglements of these new processes and the resulting ambivalent positions professionals find themselves in, the ethical dilemmas that emerge and the practical and material consequences and political possibilities that formalizing processes of universal access and data production bring forward.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A