Global crisis: Local reality?: An international analysis of 'crisis' in the early years

White, E and Pramling-Samuelsson, I 2014, 'Global crisis: Local reality?: An international analysis of 'crisis' in the early years', Educational Philosophy and Theory, vol. 46, no. 9, pp. 1036-1051.

Document type: Journal Article
Collection: Journal Articles

Title Global crisis: Local reality?: An international analysis of 'crisis' in the early years
Author(s) White, E
Pramling-Samuelsson, I
Year 2014
Journal name Educational Philosophy and Theory
Volume number 46
Issue number 9
Start page 1036
End page 1051
Total pages 16
Publisher Routledge
Abstract © 2014 Philosophy of Education Society of Australasia. In a recent keynote speech Paul Standish noted 'there is agreement in judgments. But how the response to those judgments is realised is always cultural' (paper presented to PESA Conference, Taiwan, 2012, p. 2). Making judgments about what constitutes 'crisis' for children is not necessarily agreed universally, though clearly there are some commonalities across many countries, as evident in United Nations on the Convention of the Rights of the Child (UNCROC) agreements. This article examines the local rhetoric and reality of 'crisis' for children in countries across the world. What constitutes a crisis for children, and how this plays out in the contexts of nine countries is explored by the authors based on the insights of each countries' (OMEP) ( Chapter representatives. Policies will be juxtaposed with provision based on the experiences of OMEP members reporting from their various contexts. Taken together they provide a contextualised perspective on 'crisis' and its relationship to a non-absolutist foundation to children's rights. The article concludes that what constitutes crisis from a global perspective warrants consideration in the context of local reality-in this locale the concept of every child as having access to 'rights' is far from realisation.
Subject Early Childhood Education (excl. Maori)
Keyword(s) Crisis
Early childhood education
DOI - identifier 10.1080/00131857.2014.931007
Copyright notice © 2014 Philosophy of Education Society of Australasia
ISSN 0013-1857
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