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Pre-school practitioners, child poverty and social justice
Abstract
Purpose
– Several ideas exist about social justice and how inequalities can be tackled to help families and children in poverty. The Coalition government released the UK’s first Child Poverty Strategy in 2011. Pervaded by neoliberal ideology, the strategy mentions “empowering” pre-school services and practitioners within the childcare market “to do more for the most disadvantaged” (Department for Work and Pensions (DWP) and Department for Education (DfE) 2011, p. 35). The purpose of this paper is to bring to light how Early Childhood Education and Care (ECEC) practitioners across England have engaged with policy discussions and adopted expectations concerning their place in addressing child poverty.
Design/methodology/approach
– Using a phenomenological qualitative research design the paper draws upon 30 interviews with pre-school practitioners in three geographic areas of England. All interviewees worked with families and children in poverty and were senior ECEC practitioners within their pre-school settings.
Findings
– Many interviewees shared the Coalition’s construction of child poverty as a problem of “troubled” parenting. These views pervaded their interaction with parents and intersected with the regulatory influence of “policy technologies” to influence their practice within a context of austerity cuts. This limited practitioners’ poverty sensitivity and their promotion of social justice. Therefore this paper concludes by critiquing the contribution which ECEC practitioners can make to addressing child poverty.
Practical implications
– The findings suggest there may be a need for poverty proofing toolkits in the pre-school sector.
Originality/value
– This paper provides a rare insight into how pre-school practitioners have engaged with, adopted and adapted assumptions about their role within policy discussion over child poverty and the promotion of social justice.
... It is important to begin any poverty mitigation and prevention work by addressing the misunderstandings of the causes and consequences of child poverty among local authority and CPP staff, as current research suggests there is still a widespread lack of understanding among those who can help mitigate its effects (Simpson et al. 2015;Spencer, 2015). This extends to the general public too as 25% of the Scottish public think 'parents' alcoholism, drug or other substance use is the main cause of child poverty in Scotland in 2014' (McKendrick et al, 2016: 68). ...
http://whatworksscotland.ac.uk/wp-content/uploads/2017/08/WWSActionsToPreventAndMitigateChildPovertyAtLocalLevel.pdf
A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.
A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors’ knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors’ ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.
Child poverty is a central and present part of global life, with hundreds of millions of children around the world enduring tremendous suffering and deprivation of their most basic needs. Despite its long history, research on poverty and development has only relatively recently examined the issue of child poverty as a distinct topic of concern. This book brings together theoretical, methodological and policy-relevant contributions by leading researchers on international child poverty. With a preface from Sir Richard Jolly, Former Assistant Secretary General of the United Nations, it examines how child poverty and well-being are now conceptualized, defined and measured, and presents regional and national level portraits of child poverty around the world, in rich, middle income and poor countries. The book's ultimate objective is to promote and influence policy, action and the research agenda to address one of the world's great ongoing tragedies: child poverty, marginalization and inequality.
This chapter examines the extent to which a human rights approach offers a framework to increase accountability for the policies that perpetuate child impoverishment. In doing so, it considers some of the practical limitations to this framework with specific reference to the issues of ‘justiciability’ and ‘progressive realisation’. Finally, it explores how social scientists may utilise human rights frameworks in poverty research, as well as the methodological issues that arise from this approach.
Child poverty is a central and present part of global life, with hundreds of millions of children around the world enduring tremendous suffering and deprivation of their most basic needs. Despite its long history, research on poverty and development has only relatively recently examined the issue of child poverty as a distinct topic of concern. This book brings together theoretical, methodological and policy-relevant contributions by leading researchers on international child poverty. With a preface from Sir Richard Jolly, Former Assistant Secretary General of the United Nations, it examines how child poverty and well-being are now conceptualized, defined and measured, and presents regional and national level portraits of child poverty around the world, in rich, middle income and poor countries. The book's ultimate objective is to promote and influence policy, action and the research agenda to address one of the world's great ongoing tragedies: child poverty, marginalization and inequality.
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
This book documents the first five years of life of the children of the influential Millennium Cohort Study, which is tracking almost 19,000 babies born in 2000 and 2001 in England, Scotland, Wales and Northern Ireland. This book is the second in a series of books which will report on the findings from the data and follows on from Children of the 21st century: From birth to nine months (The Policy Press, 2005). It takes an extended look at the children’s lives and development as they grow and begin formal education, and the implications for family policy, and service planning in health and social services. The chapters in this book are written by experts across a wide range of social science and health fields and form a unique look at the early lives of children that cuts across disciplinary boundaries. It is essential reading for academics, students and researchers in these fields. It will also be of relevance to policy makers and practitioners with an interest in children’s early years, family life, child development, child poverty, childcare and education and health care.
Since the second edition of this book, the education debate has fiercened. Education policy must ensure economic productivity and competitiveness, but in recent years, debates about its contribution to the worsening of social inequality, particularly in relation to grammar schools, have become increasingly divisive. Ever-changing, stuttering policy can make this a field that’s hard to keep track of… a problem that this book solves. Along with extensive updates, this third edition includes a new introduction and updated examples and references throughout. Ball examines new areas of focus, including the emphasis on neuroscience, the increased interest of business in education and the impact of austerity and precarity. Unlike so many other books on education policy, The education debate doesn’t simply describe education policy, but captures key debates and themes in this fast-changing field.
The viability, quality and sustainability of publicly supported early childhood education and care services is a lively issue in many countries, especially since the rights of the child imply equal access to provision for all young children. But equitable provision within childcare markets is highly problematic, as parents pay for what they can afford and parental income inequalities persist or widen. This highly topical book presents recent, significant research from eight nations where childcare markets are the norm. It also includes research about �raw� and �emerging� childcare markets operating with a minimum of government intervention, mostly in low income countries or post transition economies. Childcare markets compares these childcare marketisation and regulatory processes across the political and economic systems in which they are embedded. Contributions from economists, childcare policy specialists and educationalists address the question of what constraints need to be in place if childcare markets are to deliver an equitable service.
We use data from the four sweeps of the UK Millennium Cohort Study of children born at the turn of the 21st century to document the effect that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using structural equation modelling, we show that children born into poverty have significantly lower test scores at age 3, age 5 and age 7 years, and that continually living in poverty in their early years has a cumulative negative effect on their cognitive development. For children who are persistently in poverty throughout their early years, their cognitive development test scores at age 7 years are almost 20 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parental investment.
We use data from the four sweeps of the UK Millennium Cohort Study of children born at the turn of the 21st century to document the effect that poverty, and in particular persistent poverty, has on their cognitive development in their early years. Using structural equation modelling, we show that children born into poverty have significantly lower test scores at age 3, age 5 and age 7 years, and that continually living in poverty in their early years has a cumulative negative effect on their cognitive development. For children who are persistently in poverty throughout their early years, their cognitive development test scores at age 7 years are almost 20 percentile ranks lower than children who have never experienced poverty, even after controlling for a wide range of background characteristics and parental investment.
This chapter draws on the legacy of Eleanor Rathbone, an early twentieth-century British campaigner for family allowances, and her aspirations for a society without child poverty. It deploys ‘utopia as method’ both to explore the inadequacy of current policies aimed at reducing child poverty and to consider the principles on which society would have to be organised to ensure the effective eradication, rather than merely alleviation, of child poverty. Utopia as method entails looking systemically and holistically at social institutions, social processes and their outcomes. The core principles identified as necessary to eliminating child poverty are: promoting equality; revaluing care, and considering the total social organisation of labour in society both within and beyond the market; rethinking what counts as production and wealth; universal child benefit and a guaranteed basic income or citizen's income; making sustainability central; and prioritising human flourishing and well-being. The chapter focuses primarily on the UK, but the framework has general relevance. It broadens out into a global perspective on the kind of society that would secure the rights of children to economic and social security and the development of the child's personality, talents and mental and physical abilities to their fullest potential.
The state's role in the provision of early childhood education and care (ECEC) services is of particular interest, since such services are closely linked to other social, educational, demographic and economic policy developments. Modern welfare states traditionally have varied in the amount of public support provided for early childhood education and care systems and in their response to economic challenges, such as the transition to post-industrialist economies and the rise of female labour market participation. Robust education systems, labour market policies which acknowledge the key contributions of women, family stability and ideas of inclusive citizenship all to an extent hinge on the provision of comprehensive and high quality early childhood education and care. This role requires states to strike a balance between serving the interests of parents and the wider family, of children and of the state itself. But negotiating the intersections between these policy interests is often conflictual. One particular option for addressing these policy conundrums is the promotion of a market-based approach to the provision of early childhood education and care. This chapter introduces historical and contemporary perspectives on childcare markets and provides an overview of the book's structure and chapter contents.
Early childhood education and care is a major policy issue for national governments and international organisations. This book contests two stories, both infused by neoliberal thinking, that dominate early childhood policy making today-‘the story of quality and high returns’ and ‘the story of markets’, stories that promise high returns on investment if only the right technologies are applied to children and the perfection of a system based on competition and individual choice. But there are alternative stories and this book tells one: A ‘story of democracy, experimentation and potentiality’ in which early childhood centres are public spaces and public resources, places where democracy and experimentation are fundamental values, community workshops for realising the potentiality of citizens. This story calls for transformative change but offers a real utopia, both viable and achievable. The book discusses some of the conditions needed for the story’s enactment and shows what it means in practice in a chapter about project work contributed by a Swedish preschool teacher. Critical but hopeful, this book is an important contribution to resisting the dictatorship of no alternative and renewing a democratic politics of early childhood education. It is essential reading for students and teachers, researchers and other academics, and for all other concerned citizens.
A central question of social theory is: How do society's objective features influence its members to reproduce or transform society through their actions? This volume examines how objective social conditioning is mediated by the subjective reflexivity of individuals. On the basis of a series of in-depth interviews, Margaret S., Archer identifies the mediatory mechanism as "internal conversations" that are expressed in forms governing agents’ responses to social conditioning, their individual patterns of social mobility, and whether or not they contribute to social stability or change.
This book completes Margaret Archer's trilogy investigating the role of reflexivity in mediating between structure and agency. What do young people want from life? Using analysis of family experiences and life histories, her argument respects the properties and powers of both and presents the 'internal conversation' as the site of their interplay. In unpacking what 'social conditioning' means, Archer demonstrates the usefulness of 'relational realism'. She advances a new theory of relational socialisation, appropriate to the 'mixed messages' conveyed in families that are rarely normatively consensual and thus cannot provide clear guidelines for action. Life-histories are analysed to explain the making and breaking of different modes of reflexivity. Different modalities have been dominant from early societies to the present and the author argues that modernity is slowly ceding place to a 'morphogenetic society' as meta-reflexivity now begins to predominate, at least amongst educated young people.
Earlier treatments of moderatum generalization (e.g. Williams, 2000a) explicitly addressed interpretivist sociology. This article extends that earlier argument by examining some of its implications for a wider range of qualitative research methods. It first adopts an empirical approach, providing concrete illustrations from the most recent volume of Sociology of what sociologists actually do when describing the meaning of their findings. In the light of this, we reconsider the significance of moderatum generalization for research practice and the status of sociological knowledge, in particular making the case that research design should plan for anticipated generalizations, and that generalization should be more explicitly formulated within a context of supporting evidence.
The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government.
Policy documents are a useful source for understanding the privileging of particular ideological and policy preferences (Scrase and Ockwell, 2010) and how the language and imagery may help to construct society’s assumptions, values and beliefs. This article examines how the UK Coalition government’s 2010 Green Paper, 21st Century Welfare, and the White Paper, Universal Credit: Welfare that Works, assist in constructing a discourse about social security that favours a renewal and deepening of neo-liberalization in the context of threats to its hegemony. The documents marginalize the structural aspects of persistent unemployment and poverty by transforming these into individual pathologies of benefit dependency and worklessness. The consequence is that familiar neo-liberal policy measures favouring the intensification of punitive conditionality and economic rationality can be portrayed as new and innovative solutions to address Britain’s supposedly broken society and restore economic competitiveness.
Class affects not only our material wealth but our access to relationships and practices which we have reason to value, including the esteem or respect of others and hence our sense of self-worth. it determines the kind of people we become and our chances of living a fulfilling life. Applying concepts from moral philosophy and social theory to empirical studies of class, this accessible study demonstrates how people are valued in a context of the lottery of birth class, or forces having little to do with moral qualities or other merits.
Recent years have seen Governments prioritise family as a mechanism for tackling social ills. More particularly, in the UK, bad parenting has been identified as a prominent causal factor in poverty and social disorder, with contemporary policy solutions focusing on regulating and controlling childrearing practices. Analysis of political rhetoric and policy initiatives reveals a class specific focus on disadvantaged or ‘socially excluded’ families as failing their children and society as a whole. Poor parents are viewed as reproducing a cycle of deprivation and anti-social behaviour and are therefore targeted to receive state intervention. This paper presents a critical analysis of the new politics of parenting to challenge the notion that equity can be promoted at the level of the family. Drawing on qualitative research with marginalised mothers and fathers, it shows how parenting practices and values are grounded in social and economic realities and highlights the extent to which prevailing childrearing prescriptions are detached from the lives and values of those they are directed at.
This review of 10 years of qualitative research with disadvantaged children in the UK shows that despite some gaps in the knowledge base, there is now a substantive body of evidence exploring children’s lives and experiences from their own perspectives. The review reveals that poverty penetrates deep into the heart of childhood, permeating every facet of children’s lives from economic and material disadvantage, through the structuring and limiting of social relationships and social participation to the most personal often hidden aspects of disadvantage associated with shame, sadness and the fear of social difference and marginalisation.
In a predominantly low-income population-based longitudinal sample of 1,292 children followed from birth, higher level of salivary cortisol assessed at ages 7, 15, and 24 months was uniquely associated with lower executive function ability and to a lesser extent IQ at age 3 years. Measures of positive and negative aspects of parenting and household risk were also uniquely related to both executive functions and IQ. The effect of positive parenting on executive functions was partially mediated through cortisol. Typical or resting level of cortisol was increased in African American relative to White participants. In combination with positive and negative parenting and household risk, cortisol mediated effects of income-to-need, maternal education, and African American ethnicity on child cognitive ability.
This chapter deals with a fundamental change in young people's transitions to work. Flexible labor markets have led to a diversification of transition patterns, but policy measures are unresponsive to the needs and aspirations of young people. New risks and challenges emerge that are addressed differently in the different European societies.
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Corresponding author Dr Donald Simpson can be contacted at: donald.simpson@tees.ac.uk For instructions on how to order reprints of this article, please visit our website
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Corresponding author
Dr Donald Simpson can be contacted at: donald.simpson@tees.ac.uk
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