I-Fang Lee – författare

Quality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward ‘quality’ as a dominant construct, and (2) to generate conversations and locations from diverse knowledges and multiple ways of being that could lead to the rethinking of quality, understandings of quality as a narrowing construct/practice, and/or going beyond (and outside of) notions of quality.

Quality rating systems discourses and practices are increasingly dominating early childhood care and education around the globe. These rating systems are constructed with the assumption that universally appropriate environments can be constructed for all those who are younger. This deterministic, ratings, and measurement oriented perspective is consistent with neoliberal discourses that privilege competition, accountability, consumer materialism, and notions such as human capital; this contemporary neoliberal condition does not support concern for the common good, democracy, equity, justice, or diversity (unless the support can facilitate new forms of capitalist gains). Ultimately, this is not a positive situation for those who are younger. The chapters in this book have two goals: (1) to provide the reader with an opportunity to engage with some of the specific problems that result from putting forward ‘quality’ as a dominant construct, and (2) to generate conversations and locations from diverse knowledges and multiple ways of being that could lead to the rethinking of quality, understandings of quality as a narrowing construct/practice, and/or going beyond (and outside of) notions of quality.

This book introduces findings from an international, cross-cultural, and interdisciplinary study of children’s everyday experiences of growing up and going to school in the context of the three global cities of Hong Kong, Singapore and Melbourne.