Peter Moss – författare

Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has ‘sunk its roots deep’ into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the coronavirus pandemic, Roberts-Holmes and Moss provide hope that neoliberalism’s current hegemony can be successfully contested.The book provides a critical introduction to neoliberalism and three closely related and influential concepts – Human Capital theory, Public Choice theory and New Public Management – as well as an overview of the impact of neoliberalism on compulsory education, in particular through the Global Education Reform Movement. With its main focus on Early Childhood Education and Care, this book argues that while neoliberalism is a very powerful force, it is ‘deeply problematic, eminently resistible and eventually replaceable’ – and that there are indeed alternatives.Neoliberalism and Early Childhood Education is an insightful supplement to the studies of students and researchers in Early Childhood Education and Sociology of Education, and is also highly relevant to policy makers.

Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has ‘sunk its roots deep’ into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the coronavirus pandemic, Roberts-Holmes and Moss provide hope that neoliberalism’s current hegemony can be successfully contested.The book provides a critical introduction to neoliberalism and three closely related and influential concepts – Human Capital theory, Public Choice theory and New Public Management – as well as an overview of the impact of neoliberalism on compulsory education, in particular through the Global Education Reform Movement. With its main focus on Early Childhood Education and Care, this book argues that while neoliberalism is a very powerful force, it is ‘deeply problematic, eminently resistible and eventually replaceable’ – and that there are indeed alternatives.Neoliberalism and Early Childhood Education is an insightful supplement to the studies of students and researchers in Early Childhood Education and Sociology of Education, and is also highly relevant to policy makers.

More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices.Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue.This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.

More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices.Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue.This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.

The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the ‘Reggio approach’, and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child.Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as:post-structural thinkers and their perspectivesthe history and practice of early childhood work in Reggio Emiliaglobalization, technological change, poverty, and environmental degradationethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose.This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.

The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the ‘Reggio approach’, and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child.Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as:post-structural thinkers and their perspectivesthe history and practice of early childhood work in Reggio Emiliaglobalization, technological change, poverty, and environmental degradationethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose.This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.

Care Work considers the current situation of care work and care workers, from childcare to eldercare, and from family carers to paid carers. It examines the composition of the current workforce (more than a million in the UK alone), the knowledge and education needed for care work, and the significance of where care work is undertaken (in the home, in institutions).Considering potential challenges and scenarios, the book poses big questions about the future of care work – offering some possible answers. Wide-ranging and innovative, Care Work will be of great interest to academic and policy audiences, and managers or practitioners working in health, social care, childcare, youth work and social policy.

Care Work considers the current situation of care work and care workers, from childcare to eldercare, and from family carers to paid carers. It examines the composition of the current workforce (more than a million in the UK alone), the knowledge and education needed for care work, and the significance of where care work is undertaken (in the home, in institutions).Considering potential challenges and scenarios, the book poses big questions about the future of care work – offering some possible answers. Wide-ranging and innovative, Care Work will be of great interest to academic and policy audiences, and managers or practitioners working in health, social care, childcare, youth work and social policy.

Care Work in Europe provides a cross-national and cross-sectoral study of care work in Europe today, covering policy, provision and practice, as well as exploring how care work is conceptualized and understood. Drawing on a study which looks at care work across the life course in a number of European countries, this book: explores the context and emerging policy agendas provides an analysis of how different countries and sectors understand and structure care work examines key issues, such as the extreme gendering of the workforce, increasing problems of recruitment and turnover, what kinds of knowledge and education the work requires and what conditions are needed to ensure good quality employment considers possible future directions, including the option of a generic professional worker, educated to work across the life course and whether ‘care’ will, or should, remain a distinct field of policy and employment. This groundbreaking comparative study provokes much-needed new thinking about the current situation and future direction of care work, an area essential to the social and economic well-being of Europe.

What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions?Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.

What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions?Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.

Care Work in Europe provides a cross-national and cross-sectoral study of care work in Europe today, covering policy, provision and practice, as well as exploring how care work is conceptualized and understood. Drawing on a study which looks at care work across the life course in a number of European countries, this book: explores the context and emerging policy agendas provides an analysis of how different countries and sectors understand and structure care work examines key issues, such as the extreme gendering of the workforce, increasing problems of recruitment and turnover, what kinds of knowledge and education the work requires and what conditions are needed to ensure good quality employment considers possible future directions, including the option of a generic professional worker, educated to work across the life course and whether ‘care’ will, or should, remain a distinct field of policy and employment. This groundbreaking comparative study provokes much-needed new thinking about the current situation and future direction of care work, an area essential to the social and economic well-being of Europe.

Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - ‘the story of quality and high returns’ and ‘the story of markets’, stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice. But there are alternative stories and this book tells one: a ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.

Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today - ‘the story of quality and high returns’ and ‘the story of markets’, stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice. But there are alternative stories and this book tells one: a ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.

What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together?The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst it’s widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the ‘readying for school’ relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place. In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures - from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States -who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education, both their current understandings and suggestions on future directions.Students, researchers and academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector.

What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together?The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst it’s widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the ‘readying for school’ relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place. In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures - from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States -who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education, both their current understandings and suggestions on future directions.Students, researchers and academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector.

Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

Taking a broad approach, Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.With a brand new Preface to this classic text, the authors argue that there are other ways than the 'discourse of quality' for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

First published in 1991, Managing Mothers (now with a new preface by the authors) provides a detailed, authoritative inside story of the lives of parents, and particularly mothers, who return to work after the birth of a first child. It is based on a study of couples who have combined the transition to parenthood with two full-time jobs in the labour market. The authors provide extensive personal accounts from interviews and statistical data that shed light on the experience and significance of this growing social group. They reveal that mothers are the main managers of the dual-earner lifestyle; hence, they are the principal characters in this story as the authors explore women’s occupational mobility, their social networks, social and emotional support, and psychological health.The book exposes a variety of constraints upon women: the continuing power of unsupportive ideologies concerning breadwinning, marriage and family life; the failure of government to organize good quality childcare; the failure of employers to make provisions that would enable parents to fulfil their employment and domestic responsibilities; and the failure of husbands to take an equal share in household work. An understanding of these constraints is essential if the increased need for women in the labour market is to lead to better and more equal employment for women and the removal of the ‘double burden’ that weighs so heavily on many working mothers. This volume will be a beneficial read for students and researchers of sociology and psychology.

First published in 1991, Managing Mothers (now with a new preface by the authors) provides a detailed, authoritative inside story of the lives of parents, and particularly mothers, who return to work after the birth of a first child. It is based on a study of couples who have combined the transition to parenthood with two full-time jobs in the labour market. The authors provide extensive personal accounts from interviews and statistical data that shed light on the experience and significance of this growing social group. They reveal that mothers are the main managers of the dual-earner lifestyle; hence, they are the principal characters in this story as the authors explore women’s occupational mobility, their social networks, social and emotional support, and psychological health.The book exposes a variety of constraints upon women: the continuing power of unsupportive ideologies concerning breadwinning, marriage and family life; the failure of government to organize good quality childcare; the failure of employers to make provisions that would enable parents to fulfil their employment and domestic responsibilities; and the failure of husbands to take an equal share in household work. An understanding of these constraints is essential if the increased need for women in the labour market is to lead to better and more equal employment for women and the removal of the ‘double burden’ that weighs so heavily on many working mothers. This volume will be a beneficial read for students and researchers of sociology and psychology.