新西兰奥特罗阿地区幼儿教育政策的“新常态”和“新常态”

A. Gibbons, M. Tesar
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引用次数: 1

摘要

当新西兰进入大流行警戒级别3级,并“推动”幼儿中心重新开放,以便为重返工作岗位的父母提供支持时,卫生部向幼儿中心和父母建议,儿童没有感染或传播病毒的风险。快进到1级,卫生部建议说,一名与父母一起从海外入境的婴儿感染了病毒,正在进行有管理的隔离。本文通过收集和分析国家从政府机构收到的关于儿童和幼儿教育的话语,讨论了指导方针和证据之间明显的政策矛盾。本文使用这些话语来探索关于儿童和幼儿教育的知识“体”,这些话语使儿童和幼儿教育成为可能。然后,我们运用一系列理论和概念工具,提出了一些可能的幼儿教育条件(在covid -19之前、期间和之后)。我们使用卫生和医学隐喻来强调幼儿教育作为一个患者的持续紧张局势,教育和卫生部门都没有承担足够的责任。使用健康作为隐喻,本文还将重点放在幼儿教育和教育政策的新“常态”上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand
When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.
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