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Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

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posted on 21.08.2020, 09:06 by Peng Xu
 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

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Preferred citation

Xu, P. (2020). Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand. The New Zealand Annual Review of Education, 24, 58-58. https://doi.org/10.26686/nzaroe.v24i0.6324

Journal title

The New Zealand Annual Review of Education

Volume

24

Publication date

27/02/2020

Pagination

58-58

Publisher

Victoria University of Wellington Library

Publication status

Published online

Online publication date

27/02/2020

ISSN

1171-3283

eISSN

1178-3311

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