1 Department of Media, Cognition and Communication, Faculty of Humanities, Københavns Universitet2 Department of Media, Cognition and Communication, Faculty of Humanities, Københavns Universitet
International comparative practices and the pre-school child as a site of economic optimisation
Globalisation is often referred to as being external to education – a state of affairs presenting the modern curriculum with numerous challenges. In this article, ‘globalisation’ is examined as something that is internal to curriculum and analysed as a problematisation in a Foucaultian sense, that is, as a complex of attentions, worries and ways of reasoning, producing curricular variables. The analysis is made through an example of early childhood curriculum in Danish preschool, and the way the curricular variable of the preschool child comes into being through ‘globalisation’ as a problematisation, carried forth by comparative practices such as Programme for International Student Assessment. It thus explores some of the systems of reason that educational comparative practices carry through time, focusing on the ways in which configurations are reproduced and transformed, forming the preschool child as a site of economic optimisation.
Discourse - Studies in the Cultural Politics of Education, 2014, Vol 35, Issue 4, p. 570-583