“But we´re talking about Jonas?!” Danish ECEC Between Quality Cultures

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-06-01 DOI:10.2478/jped-2023-0004

Line Togsverd

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引用次数: 0

Abstract

Abstract The aim of the article is to support critical consideration about what quality is and might be in ECEC. It argues that two different quality cultures – understandings of what quality is, how it may be understood and supported – intersect and create tensions in relation to the ECEC area in Denmark. One is analyzed as influenced by a transnational quality discourse, a specific regime of truth regarding quality as a phenomenon “out there” that must be defined and assessed to improve. This technical-instrumental quality culture needs to be balanced by a quality culture founded in pedagogy as a distinct perspective foundational for ECEC. Drawing on a continental tradition of pedagogy as a human science discipline the article offers a language and understanding of pedagogical qualities. Such qualities refer to the attributes of pedagogy and go beyond what is easily disregarded as subjective in the prevailing quality culture. To identify such pedagogic qualities the article revisits empirical data from a narrative research project that explored pedagogic knowledge at play in ECEC professionals’ practice. The article argues that a critical quality culture founded in thoughtful consideration and ethical balancing of pedagogical qualities is crucial for the sake of the children and our democratic society.

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“但我们说的是乔纳斯?!”质量文化之间的丹麦ECEC

本文的目的是支持对ECEC中质量是什么和可能是什么的批判性思考。它认为，两种不同的质量文化——对质量是什么、如何理解和支持质量的理解——在丹麦的ECEC地区相互交叉并造成了紧张关系。一种被分析为受到跨国质量话语的影响，这是一种特定的真理制度，将质量视为“存在”的现象，必须加以定义和评估以改进。这种技术-工具质量文化需要以教育学为基础的质量文化来平衡，作为ECEC的独特视角基础。本文借鉴欧陆教学法作为一门人文科学学科的传统，提供了一种关于教学品质的语言和理解。这些品质指的是教育学的属性，超越了在流行的质量文化中容易被忽视的主观属性。为了确定这种教学质量，本文重新审视了一个叙事研究项目的经验数据，该项目探索了在ECEC专业人员实践中发挥作用的教学知识。文章认为，建立在对教学质量的深思熟虑和伦理平衡的基础上的批判性素质文化，对儿童和我们的民主社会至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.