A ‘Globalised’ Curriculum: International comparative practices and the pre-school child as a site of economic optimisation

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Standard

A ‘Globalised’ Curriculum : International comparative practices and the pre-school child as a site of economic optimisation. / Plum, Maja.

In: Discourse - Studies in the Cultural Politics of Education, Vol. 35, No. 4, 2014, p. 570-583.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Plum, M 2014, 'A ‘Globalised’ Curriculum: International comparative practices and the pre-school child as a site of economic optimisation', Discourse - Studies in the Cultural Politics of Education, vol. 35, no. 4, pp. 570-583. https://doi.org/10.1080/01596306.2013.871239

APA

Plum, M. (2014). A ‘Globalised’ Curriculum: International comparative practices and the pre-school child as a site of economic optimisation. Discourse - Studies in the Cultural Politics of Education, 35(4), 570-583. https://doi.org/10.1080/01596306.2013.871239

Vancouver

Plum M. A ‘Globalised’ Curriculum: International comparative practices and the pre-school child as a site of economic optimisation. Discourse - Studies in the Cultural Politics of Education. 2014;35(4):570-583. https://doi.org/10.1080/01596306.2013.871239

Author

Plum, Maja. / A ‘Globalised’ Curriculum : International comparative practices and the pre-school child as a site of economic optimisation. In: Discourse - Studies in the Cultural Politics of Education. 2014 ; Vol. 35, No. 4. pp. 570-583.

Bibtex

@article{49516d382b014d48895e1ec32a6c9297,
title = "A ‘Globalised’ Curriculum: International comparative practices and the pre-school child as a site of economic optimisation",
abstract = "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.",
author = "Maja Plum",
year = "2014",
doi = "10.1080/01596306.2013.871239",
language = "English",
volume = "35",
pages = "570--583",
journal = "Discourse: Studies in the Cultural Politics of Education",
issn = "0159-6306",
publisher = "Taylor & Francis Online",
number = "4",

}

RIS

TY - JOUR

T1 - A ‘Globalised’ Curriculum

T2 - International comparative practices and the pre-school child as a site of economic optimisation

AU - Plum, Maja

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

U2 - 10.1080/01596306.2013.871239

DO - 10.1080/01596306.2013.871239

M3 - Journal article

VL - 35

SP - 570

EP - 583

JO - Discourse: Studies in the Cultural Politics of Education

JF - Discourse: Studies in the Cultural Politics of Education

SN - 0159-6306

IS - 4

ER -

ID: 80601917