Show simple item record

dc.contributor.authorRudolph, Norma
dc.contributor.authorMillei, Zsuzsanna
dc.contributor.authorAlasuutari, Maarit
dc.date.accessioned2019-10-18T09:58:36Z
dc.date.available2019-10-18T09:58:36Z
dc.date.issued2019
dc.identifier.citationRudolph, Norma; Millei, Zsuzsanna; Alasuutari, Maarit (2019). Data practices and inequality in South African early childhood development policy : Technocratic management versus social transformation. South African Journal of Childhood Education, 9 (1), a756. DOI: 10.4102/sajce.v9i1.756
dc.identifier.otherCONVID_33272757
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65956
dc.description.abstractBackground: In 1994, the African National Congress identified early childhood development as a potential strategy to redress the inequalities of apartheid, however, two and a half decades later, poverty still persists, and South Africa is one of the most unequal countries in the world. Aim: This article explores how policy texts based on and with the use of certain data practices establish ‘truths’ about childhoods and society, construct families and communities, and determine forms of provision to address inequality. Setting: In 2015, the South African government published the National Integrated Early Childhood Policy (NIECDP) to continue to address poverty and inequality. Its implementation increasingly draws on data practices that measure and inform solutions. The use of data practices, while also providing needed information, prioritises solutions that proceed in technocratic ways instead of facilitating social change. Methods: With a critical discourse analysis of policy texts and the introduction of alternatives, the analysis seeks to highlight the power and knowledge hierarchies that construct the policies of NIECDP. Results: This article demonstrates how discourses and data practices prioritise ‘the government of poverty’ instead of helping to eliminate it and silence the voices of those living with poverty. This form of government through data also undermines the policy’s potential to respond to the different life chances resulting from the diverse conditions in which young children live in South Africa. Conclusion: This article seeks to re-open a debate that the NIECDP successfully silenced, specifically who benefits, who speaks and who is silenced.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.publisherAOSIS Publishing
dc.relation.ispartofseriesSouth African Journal of Childhood Education
dc.rightsCC BY 4.0
dc.subject.otherEtelä-Afrikka
dc.subject.otherdata practices
dc.subject.otherpolicy analysis
dc.subject.otherSouth Africa
dc.subject.otherearly childhood
dc.subject.othersocial justice
dc.titleData practices and inequality in South African early childhood development policy : Technocratic management versus social transformation
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201910184522
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2223-7674
dc.relation.numberinseries1
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© The Authors, 2019
dc.rights.accesslevelopenAccessfi
dc.subject.ysoapartheid
dc.subject.ysososiaalinen oikeudenmukaisuus
dc.subject.ysovarhaislapsuus
dc.subject.ysodatapolitiikka
dc.subject.ysoeriarvoisuus
dc.subject.ysotasa-arvo
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7033
jyx.subject.urihttp://www.yso.fi/onto/yso/p8609
jyx.subject.urihttp://www.yso.fi/onto/yso/p18627
jyx.subject.urihttp://www.yso.fi/onto/yso/p28934
jyx.subject.urihttp://www.yso.fi/onto/yso/p3478
jyx.subject.urihttp://www.yso.fi/onto/yso/p2399
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.4102/sajce.v9i1.756
jyx.fundinginformationThe first author received a scholarship from the University of Jyväskylä during part of the period of work on the article. This article was published with financial support from the Department of Higher Education and Training, South Africa, through a grant from the Centre of Education Practice Research at the University of Johannesburg.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0