Affirmative discourse intervention: A framework for re-democratising engagement with education policy discourse

Hunkin, Elise, Kilderry, Anna and Nolan, Andrea 2020, Affirmative discourse intervention: A framework for re-democratising engagement with education policy discourse, Contemporary Issues in Early Childhood, pp. 1-16, doi: 10.1177/1463949120966103.

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Title Affirmative discourse intervention: A framework for re-democratising engagement with education policy discourse
Author(s) Hunkin, Elise
Kilderry, AnnaORCID iD for Kilderry, Anna orcid.org/0000-0003-1692-8498
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Journal name Contemporary Issues in Early Childhood
Start page 1
End page 16
Total pages 16
Publisher SAGE Publications
Place of publication London, Eng.
Publication date 2020-11-10
ISSN 1463-9491
1463-9491
Keyword(s) discourse
early childhood education
governmentality
neo-liberalism
policy
truth-telling
Summary In recent times, education policy and reform discourses have become increasingly politicised by neo-liberalism, with critical policy methodologies struggling to catch up. Critical policy sociologists have noted that critical commentaries rarely succeed in changing or impacting dominant education policy pathways. This article presents a framework for critical engagement in education policy drawing on Foucauldian notions of governmentality, with the aim to imagine a path to policy discourse intervention, or truth-telling. The ‘affirmative discourse intervention’ model comprises three interrelated processes to engage and respond to discourse as a function of governmentality: discourse recognition, discourse disruption and discourse agency. The article outlines the affirmative discourse intervention model and its theoretical underpinnings, then draws on data from the recent and ongoing Australian early childhood quality reform policy to illustrate the affirmative discourse intervention processes in application. The final section offers possibilities that emerge when re-imagining discourse agency in early childhood education and invites further commentary.
Notes In Press
Language eng
DOI 10.1177/1463949120966103
Indigenous content off
Field of Research 1301 Education Systems
1606 Political Science
2002 Cultural Studies
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30145227

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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