Privatization of early childhood education (ECE): Implications for social justice in Nepal and Kenya
| Autor: | Samara Madrid Akpovo, Agnes Muthoni Mwangi, John Kambutu, Sapna Thapa, Lydiah Nganga |
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| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Economic growth media_common.quotation_subject 05 social sciences Neoliberalism 050301 education Qualitative property Social justice Education Globalization Cultural diversity 0502 economics and business Ethnography Sociology 050207 economics 0503 education Socioeconomic status media_common |
| Zdroj: | Policy Futures in Education. 18:700-724 |
| ISSN: | 1478-2103 |
| DOI: | 10.1177/1478210320922111 |
| Popis: | This ethnographic study examined the (un)intended1consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all levels of schooling. Private schools in both countries served high-income families and children, while low-income families and children did not have access to ECE or attended government and not-for-profit programmes. Rather than bridging the gap between low and high-income families, these educational spaces influenced existing social divisions and inequalities. Therefore, this study concluded that private schools in Nepal and Kenya function like businesses, which (un)intentionally promoted educational injustice2against children from low-income families. Consequently, authors recommend enactment of new educational policies and practices that promote culturally contextualized curricula in ECE programmes. |
| Databáze: | OpenAIRE |
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