Early childhood places as democratic spaces 2

Continuing on from the last blog, I just want to cite (a small portion of) what Moss says about what is needed for creating democratic spaces:

“The choices made at each level should be democratic, the consequence of democratic political practice. But each level should also support democratic practice at more local levels, ensuring those more local levels have important decisions to make and are supported in so doing—in other words, creating ‘democratic space’ and conditions for active democratic practice. / What is the democratic space at national or federal level? What democratic choices should be made there? The task here is to provide a national framework of entitlements, expectations and values that express democratically agreed national objectives and beliefs; and to provide the material conditions to make these a reality and to enable other levels to implement them and to practice democracy. This framework needs to be both clear and strong, without smothering regional or local diversity. To take some examples, it means: a clear entitlement to access to services for children as citizens (in my view from 12 months of age), together with a funding system that enables all children to exercise their entitlement; a clear statement that early childhood services are a public good and responsibility, not a private commodity; a framework curriculum that defines broad values and goals but allows local interpretation; a fully integrated early childhood policy, the responsibility of one government department; a well educated and well paid workforce for all young children (at least half of whom are graduates); and active policies to reduce poverty and inequality.” (9)

Moss, Peter (2007) ‘Bringing politics into the nursery: early childhood education as a democratic practice’ European Early Childhood Education Research Journal 15(1), 5-20


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
This entry was posted in Education in poverty, The Educational Debates and tagged . Bookmark the permalink.

One Response to Early childhood places as democratic spaces 2

  1. Jamie Holts says:

    A friend of mine just emailed me one of your articles from a while back. I read that one a few more. Really enjoy your blog. Thanks

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