Gaile S. Cannella is an independent scholar and series editor for Childhood Studies (formerly Rethinking Childhood) and Post-Anthropocentric Inquiry (Peter Lang). She held the Velma E. Schmidt Endowed Chair in Early Childhood Studies, University of North Texas and was tenured professor at Arizona State University-Tempe and Texas A&M University-College Station. Published in English, Korean, and Spanish, her books include: Deconstructing Early Childhood Education; Critical Qualitative Research Reader (with Shirley Steinberg), an American Education Studies Association Critics Choice Book Award winner in 2012; and Critical Qualitative Inquiry (2015, with Michelle Salazar Pérez and Penny A. Pasque).Dr. Cannella has published in a range of journals including Qualitative Inquiry and Cultural Studies-Cultural Methodologies.Michelle Salazar Pérez is Assistant Professor of Early Childhood at New Mexico State University. She has been a practitioner in a variety of early childhood settings and coordinated an urban education student teaching program in Houston, Texas. Her research uses marginalized feminist perspectives and critical qualitative methodologies to examine contemporary performances of neoliberalism within public policy.I-Fang Lee is Senior Lecturer of Early Childhood Education and Education Policy Studies at the University of Newcastle, Australia. Her research interests focus on contemporary issues relating to changes and reforms in early childhood care and education, constructions of Asian childhoods, and global knowledge on appropriate pedagogical practices in the earlyyears. Lee’s recent research projects focus on early childhood care and education reforms concerning issues of equity.

• Contents: Gaile S. Cannella: Introduction: Quality in Early Childhood Education and Care (ECEC): Ratings and Systems Performances of Global Erasure and Governmentality – Michelle Salazar Pérez/Betsy Cahill: «Readiness» as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis – Lisa Miller: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203 – Jenny Ritchie: Discourses of Governmentality in Early Childhood Care and Education Policy in Aotearoa New Zealand – Mere Skerrett: The Determinants of «Quality» in Aotearoa/New Zealand: Māori Perspectives – Mathias Urban: Starting Wrong? The Trouble with a Debate That Just Won’t Go Away – I-Fang Lee: The Dangers of the Neoliberal Imaginary of Quality: The Making of Early Childhood Education and Care as a Service Industry – Ann Merete Otterstad/Marcela Montserrat/ Fonseca Bustos/Camilla Eline Andersen: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care – Jayne Osgood/Red Ruby Scarlet/Miriam Giugni: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education – Mary Caroline Rowan: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene.

Gaile S. Cannella is an independent scholar and series editor for Childhood Studies (formerly Rethinking Childhood) and Post-Anthropocentric Inquiry (Peter Lang). She held the Velma E. Schmidt Endowed Chair in Early Childhood Studies, University of North Texas and was tenured professor at Arizona State University-Tempe and Texas A&M University-College Station. Published in English, Korean, and Spanish, her books include: Deconstructing Early Childhood Education; Critical Qualitative Research Reader (with Shirley Steinberg), an American Education Studies Association Critics Choice Book Award winner in 2012; and Critical Qualitative Inquiry (2015, with Michelle Salazar Pérez and Penny A. Pasque).Dr. Cannella has published in a range of journals including Qualitative Inquiry and Cultural Studies-Cultural Methodologies.Michelle Salazar Pérez is Assistant Professor of Early Childhood at New Mexico State University. She has been a practitioner in a variety of early childhood settings and coordinated an urban education student teaching program in Houston, Texas. Her research uses marginalized feminist perspectives and critical qualitative methodologies to examine contemporary performances of neoliberalism within public policy.I-Fang Lee is Senior Lecturer of Early Childhood Education and Education Policy Studies at the University of Newcastle, Australia. Her research interests focus on contemporary issues relating to changes and reforms in early childhood care and education, constructions of Asian childhoods, and global knowledge on appropriate pedagogical practices in the earlyyears. Lee’s recent research projects focus on early childhood care and education reforms concerning issues of equity.

• Contents: Gaile S. Cannella: Introduction: Quality in Early Childhood Education and Care (ECEC): Ratings and Systems Performances of Global Erasure and Governmentality – Michelle Salazar Pérez/Betsy Cahill: «Readiness» as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis – Lisa Miller: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203 – Jenny Ritchie: Discourses of Governmentality in Early Childhood Care and Education Policy in Aotearoa New Zealand – Mere Skerrett: The Determinants of «Quality» in Aotearoa/New Zealand: Māori Perspectives – Mathias Urban: Starting Wrong? The Trouble with a Debate That Just Won’t Go Away – I-Fang Lee: The Dangers of the Neoliberal Imaginary of Quality: The Making of Early Childhood Education and Care as a Service Industry – Ann Merete Otterstad/Marcela Montserrat/ Fonseca Bustos/Camilla Eline Andersen: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care – Jayne Osgood/Red Ruby Scarlet/Miriam Giugni: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education – Mary Caroline Rowan: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene.

Gaile S. Cannella is an independent scholar and series editor for Childhood Studies (formerly Rethinking Childhood) and Post-Anthropocentric Inquiry (Peter Lang). She held the Velma E. Schmidt Endowed Chair in Early Childhood Studies, University of North Texas and was tenured professor at Arizona State University-Tempe and Texas A&M University-College Station. Published in English, Korean, and Spanish, her books include: Deconstructing Early Childhood Education; Critical Qualitative Research Reader (with Shirley Steinberg), an American Education Studies Association Critics Choice Book Award winner in 2012; and Critical Qualitative Inquiry (2015, with Michelle Salazar Pérez and Penny A. Pasque).Dr. Cannella has published in a range of journals including Qualitative Inquiry and Cultural Studies-Cultural Methodologies.Michelle Salazar Pérez is Assistant Professor of Early Childhood at New Mexico State University. She has been a practitioner in a variety of early childhood settings and coordinated an urban education student teaching program in Houston, Texas. Her research uses marginalized feminist perspectives and critical qualitative methodologies to examine contemporary performances of neoliberalism within public policy.I-Fang Lee is Senior Lecturer of Early Childhood Education and Education Policy Studies at the University of Newcastle, Australia. Her research interests focus on contemporary issues relating to changes and reforms in early childhood care and education, constructions of Asian childhoods, and global knowledge on appropriate pedagogical practices in the earlyyears. Lee’s recent research projects focus on early childhood care and education reforms concerning issues of equity.

• Contents: Gaile S. Cannella: Introduction: Quality in Early Childhood Education and Care (ECEC): Ratings and Systems Performances of Global Erasure and Governmentality – Michelle Salazar Pérez/Betsy Cahill: «Readiness» as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis – Lisa Miller: Power and the Framing of Quality Discourses in Early Childhood Education and Care: A Case Study of Arizona’s Proposition 203 – Jenny Ritchie: Discourses of Governmentality in Early Childhood Care and Education Policy in Aotearoa New Zealand – Mere Skerrett: The Determinants of «Quality» in Aotearoa/New Zealand: Māori Perspectives – Mathias Urban: Starting Wrong? The Trouble with a Debate That Just Won’t Go Away – I-Fang Lee: The Dangers of the Neoliberal Imaginary of Quality: The Making of Early Childhood Education and Care as a Service Industry – Ann Merete Otterstad/Marcela Montserrat/ Fonseca Bustos/Camilla Eline Andersen: Reconfiguring Quality: Experiment/t(h)ing with Quality as Matter in Norwegian Early Childhood Education and Care – Jayne Osgood/Red Ruby Scarlet/Miriam Giugni: Reconfiguring Quality: Beyond Discourses and Subjectivities to Matter, Bodies and Becomings in Early Childhood Education – Mary Caroline Rowan: Qualities of Inuit Early Childhood Education in the Era of the Anthropocene.