GOVERNING CHILDREN, FAMILIES,AND EDUCATION Additional praise for Governing Children, Families and Education: "This collection performs important conceptual work by crossing and combining fields that are all too often kept apart: child studies, education, and social policy Using a variety of disciplinary approaches, the authors show convincingly how policymakers in all of these domains use children as a wedge issue in efforts to reform families and restructure welfare states By ranging across societies and over time, the articles map the impact of cross-cultural exchanges and trace the consolidation of global patterns of governance Taken as a whole, the volume offers a fresh perspective on governmentality and the power/knowledge nexus; unique in its ambition, it has the potential to revise thinking in all of the fields it addresses." -Sonya Michel, Professor of American Studies and History, University of Maryland, author of Children's Interests/Mothers' Rights: The Shaping ofAmerica's Child Care Policy "Editors and international colleagues, Bloch, Holmlund, Moqvist and Popkewitz present in this collection a rich smorgasbord of critical views of topics all too infrequently explored Discourses, ideologies, research methodologies and theoretical perspectives are appropriately diverse in what amounts to a comprehensive reconceptualization of education's private-public realms Central to all contributions are thematics and relations of governing and government, of care and welfare, of reason and knowledge, of freedom and control This is exciting reading with something for everyone who seriously considers reform." -Lynda Stone, Professor, Philosophy of Education, University of North Carolina at Chapel Hill GOVERNING CHILDREN, FAMILIES,AND EDUC:ATION RESTRUCTURING THE WELFARE STATE EDITED BY Marianne N Bloch, Kerstin Holmlund, Ingeborg Moqvist, and Thomas S Popkewitz * GOVERNING CHILDREN, FAMILIES, AND EDUCATION COPYRIGHT © MARIANNE N BLOCH, KERSTIN HOLMLUND, INGEBORG MOQVIST, AND THOMAS S POPKEWITZ, 2003 All rights reserved No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews First published 2003 by PALGRAVE MACMILLANTM 175 FIFTH AVENUE, NEW YORK, NY 10010 AND Houndmills, Basingstoke, Hampshire, England RG21 6XS Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St Martin's Press, LLC and of Palgrave Macmillan Ltd Macmillan® is a registered trademark in the United States, United Kingdom and other countries Pal grave is a registered trademark in the European Union and other countries ISBN 978-1-4039-6225-6 ISBN 978-1-137-08023-3 (eBook) DOI 10.1007/978-1-137-08023-3 Library of Congress Cataloging-in-Publication Data Governing children, families, and education : restructuring the welfare state / editors, Marianne N Bloch let al.l p cm Includes bibliographical references and index Child wel£'lre Education anne N HV713.R478 2003+ 362.7 dc21 2003049812 Welfare state I Bloch, Mari- A catalogue record for this book is available from the British Library Design by Letra Libre First edition: December 2003 10 Transferred to Digital Printing 20 II CONTENTS Priface Vll SECTION I FRAMINGS One Global and Local Patterns of Governing the Child, Family, their Care, and Education: An Introduction Marianne Bloch, Kerstin Holmlund, Ingeborg Moqvist, and Thomas Popkewitz SECTION II THE FAMILY AND CHILD AS AN OBJECT OF GOVERNING Two Three Four Governing the Child and Pedagogicalization of the Parent: A Historical Excursus into the Present Thomas S Popkewitz 35 Governing New Realities and Old Ideologies: A Gendered, Power-based, and Class-related Process Kerstin Holmlund 63 Educational Policy after Welfare: Reshaping Patterns of Governing Children and Families in Argentinean Education Ines Dussel 93 SECTION III THE EMBODIED SOCIAL AND WELFARE STATE Five Constructing a Parent Ingeborg Moqvist Six Early Childhood Education: The Duty of Family or Institutions? Loi'e Chalmel 117 133 Seven Teenage Parenthood is Bad for Parents and Children: A Feminist Critique of Family, Education, and Social Welfare Policies and Practices Miriam David 149 Eight Child Welfare in the United States: The Construction of Gendered, Oppositional Discourse(s) Gaile S Cannella 173 Nine Global/Local Analyses of the Construction of "Family-Child Welfare" Marianne N Bloch 195 Ten Governing Children and Families in Kenya: Losing Ground in Neoliberal Times Beth Blue Swadener and Patrick VVtlchira 231 SECTION IV LIMITING THE BOUNDARIES OF REASON: NEW POSSIBILITIES/IMPOSSIBILITIES 261 Eleven Pedagogy as a Loci of an Ethics of an Encounter Gunilla Dahlberg Twelve Hear Ye! Hear Ye! Language, Deaf Education, and the Governance of the Child in Historical Perspective Bernadette Baker 287 Thirteen The Web, Antiracism, Education, and the State in Sweden: Why Here? Why Now? Camilla Hallgren and Gaby ~iner 313 Contributors Index 335 338 PREFACE W e believe this book will provide a critical text for others to begin to investigate welfare state reforms and neW discourses that are constituting and reconstituting the family, the child, and his/her care and education We also believe this volume will be a valuable addition to the field of historical and critical cultural studies in education, general educational reform literature, comparative and international education, gender and education, and to the field of education from early childhood through the secondary level This volume is unique in that it draws on an interdisciplinary group of social scientists whose focus is on the theoretical assumptions and empirical implications of welfare policies on children, their care, education, and schooling in (and across) numerous national contexts and state traditions The countries represent different welfare state traditions and different conceptions of the relation of collective social goals to individual rights and responsibilities, and the relative construction of state governing systems with the associational patterns of civil society The international group of scholars who have contributed chapters for this book have each made important investigations of changes in the welfare state in their own countries Our argument is that to best understand the impact of changes in a particular country's (e.g., the United States') welfare policies, it is important to examine shifting policies and their effects within and across other nations Similarly, in Sweden, where some changes in the social democratic welfare state are being made, many argue that it is necessary to understand change within a global context that includes knowledge of what is happening in the United States, other European Union countries, Latin America, Southeast Asia, and China In Africa, Latin America, and even in Eastern Europe and Russia, we begin to understand the changing nature of government support and policy change for the welfare of families and young citizens only in relation to an examination of the interdependence viii GOVERNING CHILDREN, FAMILIES & EDUCATION of economies, and the political, cultural discourses that "travel," in complex ways across regions and the world We have intentionally used multiple ways to frame the questions of "welfare" and new governing patterns, their ways of reasoning, the ways they embed power relations within their "reason," and the effects of the governing patterns on individuals as well as nations Finally, it was important to us as editors and contributors to engage in these analyses now-with a focus on how new governing patterns are restructuring the ways we understand childhood, families, schooling, and care in a time of increasing complexity, uncertainty, and rising cultural and economic globalization of ideas, patterns of regulation, and what we might call a social administration of "freedom." We want to thank the contributors to this volume, our families, and our respective institutions, the Umea University in Sweden and the University ofWisconsin-Madison in the United States In addition, we wish to thank both the Swedish authorities who have the money to support intellectual activities, and Umea University and the University of Wisconsin-School of Education that have had an ongoing exchange for the past decade The initial symposia (one in Sweden and one in the United States) supported the discussions from which this book emerged We are grateful for these opportunities over the past few years, as well as for continuing opportunities for collaboration Finally, and last but definitely not least, we want to thank Sabiha Bilgi, Diane Falkner, Christine Kruger, and Amy Sousnouski at the University of Wisconsin-Madison, who provided editorial and secretarial assistance throughout the process of editing this volume We also are most grateful for the assistance and encouragement of Amanda Johnson, Matthew Ashford, and Rick Delaney at Palgrave Press SECTION I FRAMINGS THE WEB, ANTIRACISM, EDUCATION & THE STATE 333 Warnersson, l (1999) Public speech marking the introduction of the NationalValues Project Stockholm, Sweden -(2000) National Action programme for leT in Schools Retrieved December 19, 2002, from http://www.itis.gov.se/english/ aboucnational_programme html Weedon, C (1987) Feminist practice and poststYUcturalist theory Oxford: Basil Blackwell Startpage of SWEDKID: CONTRIBUTORS BERNADETTE BAKER is an Associate Professor in the Department of Curriculum and Instruction, University of Wisconsin-Madison (USA) She is the author of In Perpetual Motion: theories ofpower, educational history, and the child She is founding coChair of the Foucault and Education, as well as the Post-Colonial Education Special Interest Groups of the American Education Research Association MARIANNE N BLOCH is a Professor in the Department of Curriculum and Instruction and in the Department of Human Development and Family Studies, University ofWisconsin - Madison (USA) Her recent publications include: !MJman and Education in Sub-saharan Africa (1998) (co-edited with J Beoku-Betts, & B Tabachnick), and Partnership and the State: The paradoxes of governing schools, children and the family (co-edited with B Franklin, and T S Popkewitz), to be published by Palgrave-MacMillan Press GAilE S CANNELLA is a Professor of Educational Psychology at Texas A&M University (USA) She is the editor of the Childhood and Cultural Studies section of the Journal of Curriculum Theorizing Dr Cannella's books include: Deconstructing Early Childhood Education; Embracing Identities in Early Childhood Education; and Kidworld: Childhood Studies, Global Perspectives, and Education Lotc CHAlMEl is Professor of History of Education, University ofRouen, France He is the author of many publications in the field of history of education, including, most recently, La petite ecole dans l'ecole Origine pihiste-morave de I'ecole maternelle franfaise (Paris, Berne: Peter Lang 1996/2000) GUNlllA DAHLBERG is a Professor of Education at the Stockholm Institute of Education, and Professor in the Reggio Emilia Institute there Her recent publications include many chapters and articles, as well as two co-authored volumes: Dahlberg, G., Moss, P., and Pence, A Beyond Quality in Early Childhood and Care, and Hultquist, K and Dahlberg, G Governing the Child in the New Millenium (Routledge Press) MIRIAM DAVID is Director of the Graduate School of Social Sciences and Professor of Education at Keele University in England Her research has focused on families, gender, education, and public policy Recent publications include Personal and Political Feminisms; Sociology and Family; Feminist theory: How gender has been involved 336 GOVERNING CHILDREN, FAMILIES & EDUCATION in family-school choice (co-authored with A Stambach)(forthcoming in SIGNS); and, with Madeline Arnot and Gaby Weiner, Closing the Gender Gap: Post-war education and social change INES DUSSEL is Director of the Department of Educational Research of the Latin American School for the Social Sciences (FLACSO)/ Argentina and Assistant Professor at the Universidad de San Andres, Buenos Aires, Argentina Her research interests include educational reform, curriculum, and histories of the body Her recent publications include: Curriculum, Humanismo y Democracia en la Ensenanza Media (1863-1920) (1997) [Curriculum, Humanism and Democracy in Secondary Schooling (1863-1920)], and Dussel, I., Tiramonti, G., & Birgin, A., Decentralization and recentralization in the Argentine educational reform: Reshaping educational policies in the '90s In T Popkewitz (Ed.), Educational knowledge: Changing relationships between the state, civil society, and the educational community (2000) CAMILLA HALLGREN is a doctoral student in the research program focused on Teachers'Work at Umea University Her doctoral studies involve the conceptualization, design, development, implementation, dissemination, and evaluation of the website SWEDKID, which is aimed at challenging racist and anti-democratic ideas among young people KERSTIN HOLMLUND is Senior Lecturer of Social Science and Swedish Language in the Faculty ofTeacher Education at Umea University (Sweden) Her research focuses on the history of early education, child care, and women's work and the development of social policies related to child care in Sweden Recent publications include: LAt barnen komma till oss:jorskolliirarna och kampen om smabarns-institutionerna 1854-1968 (Let the children come to us: pre-school teachers and their struggle for the childcare institutions) (1996) (Umea: Umea University, Borea Bokforlag), and "Kindergartens for the poor and kindergartens for the rich: two directions for early childhood institutions in Sweden (1854-1930) History of Education (1999), vol 28 no INGEBORG MOQVIST is Senior Lecturer in the Faculty of Education at the University ofVaxjo (Sweden), and a senior advisor to the Swedish society for the protection of families and children against abuse Her publications include Den kompletterade jamiljen Foriildraskap,forstran och joriindring i en svensk smastad [The Augmented family] (1997) (Department of Education, Umea University, Sweden) THOMAS S POPKEWITZ is a Professor in the Department of Curriculum & Instruction, Chair of the Committee on International Education for the School of Education, University ofWisconsin - Madison (USA) His studies explore the systems of reason that order teaching, teacher education, and the educational sciences His most recent books include: A Political Sociology of Educational riform: Power/knowledge in teaching, teacher education, and research (1991); Struggling jor the Soul: The politics oj education and the construction of the teacher (1998); Educational Knowledge: Changing relationships between the state, civil society, and the educational community (2000); and Cultural History and Education: Critical studies on knowledge and schooling (edited with B Franklin & M Pereyra) (2002) CONTRIBUTORS 337 BETH BLUE SWADENER is Professor of Education at Arizona State University Her research focuses on early childhood education, multicultural education, and international education Her recent publications include: (with S Kessler) Reconceptualizing the Curriculum in Early Childhood Education (1992); (with S Lubeck) Deconstructing the Discourse of "At Risk": children and families "At Promise" (1995); Swadener, B B., Kabiru, M., & Njenga, A (2000), Does the Village Still Raise the Child?:A collaborative study of changing childrearing, and an in-press edited volume by Kagenda Matua and Beth Blue Swadener, Decolonizing Research in Cross-cultural Contexts: Critical personal narratives (Albany, NY: State University of New York Press) PATRICK WACHIRA is a Kenyan scholar who is completing his Ph.D in Curriculum & Instruction at Kent State University's College & Graduate School of Education in the USA Patrick holds a bachelors degree from the University of Nairobi, Kenya His research and scholarly interests include equity in education, mathematics education, and educational policy in and out of Africa GABY WEINER is professor of teacher education and research at Umea University in Sweden She moved there from her post as professor of educational research at South Bank University, London in 1998 She has written and edited numerous books and reports on social justice, equal opportunities, and gender and is co-editor, with Kathleen Weiler, of The Open University Press series "Feminist Educational Thinking" Her publications include: Feminisms in Education: An introduction; School Effectiveness for Whom? Challenges to School Effectiveness and School Improvement (with R Slee and S Tomlinson); and Closing the Gender Gap: Postwar educational and social change (with M.Arnot and M David) INDEX ableist normativity, 302 abortion, 153 abstinence education, 149, 150, 154, 160, 161 achievement gap, 163, 164 affirmation, 274 Africa, constructed continent, 201; 215 agency, 7, 39, 208 Aid to Families with Dependent Children, 153, 162 alterity, 262, 276 absolute, 272 American Exceptionalism, 36, 41-2, 43 and the Other, 44 "American family," 40 Anderson, B., 4, 17, 196,201,215,289, 291 Argentina, 24, 93-11 childhood, 103 educational psychology, 104 intellectuals, 103 teachers, 105 Aries, 38 astonished producers, 284 Atelierista, 275 "at risk," 105, 106, 121, 151, 164-5 austerity measures, 231, 232 autonomization, 266 autonomous, 261, 271 actors, 208; 216 self,283 autonomous learners, 48 autonomy, 106, 108 Baker, Bernadette, 7, 199, 265-7, 269 Ban de la Roche, 142-3 Bateson, Gregory, 270 becoming, 27,280 process of, 281 being together, 274 Belgium, 134-138 Benelux (Belgium, Netherlands, Luxemburg),136-137 Bernstein, B., 283 between, 280-1 Bhabha, H., 4, 16, 103, 109n6, 196, 215,235 Bilingual education, 305 bio-power, 195 new forms, 217 birth, 157 Bloch, Marianne, 12, 178, 199,209, 265-267,269 Bloch, Marianne & Blessing, B., 12, 225 Bloch, Marianne & Popkewitz, Thomas, 19, 57n6, 209 Bohemia, 139 boundaries (limitations), new governing practices, 26 Bourdieu, 23, 65, 83 bricolage, 25, 175, 318 Brookings Institute, 188 Bush, George W (U.S president), 149, 150, 161 Cannella, Gaile, 17, 178, 181, 199 capitalism, 179, 182, 186-8 INDEX Caputo, John, D., 264, 274, 284 care, of self and others, 4, 217 see also welfare caring communities, 217-8 Carrol, Lewis, 270 Castel, R., 100 chain of Being, 44, 299 change, 7, 106 patterns of, Chakrabarty, D., 15,210 Chalmel, LOlc, 139, 145 child (hood), the new discourses of, 105, imagined space of, 203 modern, 26-7 scientific observation of, 16 stages of development, 203, 209, 219,222 child abuse, 121-2 child care, 177 quality care, 222 child labor, 178 child-rearing, 38,119,237,246 child welfare, 175, 178-9, 184, 189 "child's best interest," 68 Child's Rights, 119, 122, 126-7 child(ren), 105, 149, 157, 161, 175-8, 181-2, 187-9 as moral beings, 38 imaging the child of the future, 68 nature of, 202 "Children in Debt," 243, 244 Children's Act, 242 citizen, modern, 202-3 "Americanization" of, 207 citizenship, fabricated, 210 ideal norms of, 217 civilized/uncivilized, 36, 57n6, 204, 209 civil society, 40 choice, 22 new sense of, 48; 218, 221 Clinton, William (U.S president), 150, 161,173 339 collective (care), 11, 18, 20, 211 colonial, 236, 237, 238, 250 "combinatory repertoire," 94, 102 Comenius, 25, 203,139-140-144-145 Comenius' alternative, 139-140-145-146 community, 41-4, 50, 267 civic ideal, 42 as historical site of governing, 35; 41 relations to the child and family, 41 rise of, 21-3 conceptions, 157 Congress, 107th (U.S.), 173 conservative(s), 173-5, 181, 184-7, 189 conservative foundations, 186-7 constructivist cosmopolitan child, 266-267,269 differing from cosmopolitan child, 266 constructivist pedagogies, 100 cosmopolitanism, as a governing principle, 36-46 map of child who is not cosmopolitan, 51 a new cosmopolitanism, 47 relation to American exceptionalism, 43 universal cosmopolitan self, 50 and universalizing reason, 36 cosmopolitan child, 37-40, 266-267 and pluralism, 266 self, 266 as socialized individual, 40, 46 cosmopolitan "reason;' 36-7, 41 Cronon, W, 42 Cruikshank, B., 97 cultural authorization, 103 cultural reasoning systems, 6, 7, 15,21, 22, 28nl, 196, 199,214,222, 226 new cultural raison d'etat, 220 cultural purity, 211 340 GOVERNING CHILDREN, FAMILIES & EDUCATION cultural systems of knowledge, 219, 225 material effects of, 220, 225 cultural turn, 152, 154 curricular and educational discourses, 103 Dahlberg, Gunilla, 192,205,261, 278-279 Dahlberg, G., Moss, P., & Pence, A., 18, 221 Darwin, c., 203-4 David, Miriam, 151, 154, 155, 156,158, 160, 162, 164, 166 day nursery as problematic, 80 deaf awareness, 288, 301-304, 307-308 Deaf Nation, 300 deafness-as condition, 291, 294 Dean, M., 102 Dean, M., & Hindess, 19 death of the subject, 264 debt restructuring, 232 decolonizing research methodologies, 235 deconstructive pragmatism, 277 Deleuze, Gilles, 18, 261, 263, 279-281, 283-284 Deleuze & Guattari, 27, 280-1284 democracy, 47, 50, 55 Denmark, 134 dependenc~ 109n4, 197,274,248 Derrida,Jacques, 262-263, 271, 273-274,276,289 development, individuals and nations, 199 universal laws of, 204-5 develop mentality, 269, 275, 276 devices, 283 devolution, 234 Dewey,John, 41-2, 49 DICECE, 241, 246 difference, 263, 282 discourse, 7, 264-5 circulating, 202 diversity, 104, 108 global/local, 208-9, 226n2 on individual and community responsibility, 97, 108 on personal responsibility, 97, 98 and autonomy, 102 reform, 95, 96 disciplinary practices, 201 dissensual society, 274 diversity, and discourses of, 100, 104, 108,262-263 normalization of diversity, 267 "diverse," 100 dividing practices, the sciences and, 46 Donzelot,J., 4, 6, 120, 176, 195, 198 Dussel, Ines, 95, 99, 110n7 Durkheim, E., 130 early learning, 137 Eastern European countries, 134 economic globalization, 233 education, 175, 178 stage-related, 203 "education of all," 219-225 education for "passions," 96 for under-development, 238 educational knowledge, 103; new experts, 204 Edwards, Caroline, 275 elementary school, 137 Elias, N., 38 "empires," 22, 200 employment, 14, 151, 152, 156 energies, 284 Enlightenment, 15,36,263,266 new enlightenment, 263 entrepreneurial self, 97, 267 Esping-Anderson, 5, 8, 174, 196 equity, 179-86, 188-9,215 Escobar, A., 10, 196,209214,215 ethical attitude, 263 ethical self, 48 INDEX ethical space, 276-277 ethico-politics, 268 ethics, 261, 263 ethics of an encounter, 26, 261, 278 "ethics of caring," 1 eugenic theories, 211 Europe, 133-134-138-146 European Union, construction of parent, 124 evolutionary theories, 209 exclusions, Internet, 319-320 excursus, 35, 56nl expertise, 17-8 and child-rearing, 38, 219 pedagogical expertise as agent of democracy, 47 pedagogies of expertise, 268 role of intellectual, 105 expert(s), 16,43,70-1,176-7,197, 204-5,208,219,237 "expert knowledge," 103, 108 ° failure, problem of, 52 family, as historical site of governing, 35,40-44 construction of "normal" family, 205-7 "fragile" and "vulnerable" families, 52 metaphor of the "home," 40 new patterns of governance, 94 as primary group, 43 as site for immigrant assimilation, 45 today's family "in need," 224 Family-Child-Welfare, 195 cultural reasoning about, past and present, 195 inclusions/ exclusions, 216 new global discourses, 216 family education, 139 family policies, 136 family values, 9, 150, 154, 160, 162 "family values for marriage," 162 341 female headed households, 161 feminist, 175, 179, 181-5 Fendler, Lynn, 265, 269, 283 Ferguson, R A., 39 force(s), 283, 284 of history, 57n2 Forman, George, 275 Foucault, Michel, 4, 7, 19,20,94,95, 176,184,195,197,198,199, 221,222,262,263-5,293, 294 freedom,20,28nl, 47,55 to make choices, 208 as form of technology of government, 266 government of, 41 social administration of, viii, 214, 266 France, 134 Franklin, B., 39, 43 Fraser, N., 10, 12, 13,216,233-4 Frobel, 139-142-145, 204, 206 future, and reforms, 50 of children, 51 "reason" to tame the future, 47 Gandini, Lella, 275 gender, 150, 152, 155, 163, 164, 165, 166,175-83,187,189 construction of identities, 64 differentiated instruction, 237 differences/ distinctions, 64, 71-2, 199 gap, 163 gender-neutral parenthood, 164 genealogy, p 37 Germany, 138 Giddens, 5, 22, 155,216 globalization, 232, 317-9, child produced by, 329 global and local, changes in governing, 195 Gordon, c., 198 Gordon, L., 12, 13, 180, 182 342 GOVERNING CHILDREN, FAMILIES & EDUCATION governing, different conceptions of, 4-7 and "steering from a distance," 216 government technologies, 94 governmental assemblages, 288,290, 293 governmentality(ies), 15, 19,20,22,94, 130,195,204,265 hybridization of, 223 governance, new patterns for the family, 94,108 from charity to welfare, 306 governing the child and the family, 4, 108,235 as combination of heterogeneous elements, 108 "governing from a distance," 202 grasp, 271 Grosz, Elizabeth, 276 Guattari, Felix, 280-281 habitus, 23, 65, 83 Hacking, 1.,16,17,52, 110nl0, Hall, G S 40, 209 Harambee, 222,239,240 Hardt, M., & Negri,A., 10,22 health and well-being, 41-2 new social theories, 42 hegemony, 174, 177 Heritage Foundation, 173 Hindess, B., 12, 208, 216 history, divisions, 236 and its limits, 309 history of the present, 262 HIV/AIDS, 151 Hobson, B., 12 Holmlund, Kerstin, 16 home, new theories of, 38 natural,76 creating "root-ties" between mother and child, 76 home universe (Wohnstube), 141-143-144 hospitality, 262, 273-274 Hultqvist, K & Dahlberg, G., 235, 265 Hunt, A., 102 hundred languages of children, 280 Hungary, 195, 206, 207, 210-11, 215, 223-4 Magyar/national families, 211 hybridity theory, 200, 222, 223 235, 236 identities, 155, 166,200,221 belonging to the imaginary, 310n3 building, 146 exclusions, 225 and the Internet, 319-320 normal/ abnormal, 203 ideology vs reality, 63-91; 69, 83 image of thought, 263 imagined communities, 289, 291 new, 304 impossibilities, 273 indigenous governance, 195,209 individual, and self-acrualization, 97 individualism, 155, 166 new, 18 inscription devices, 36 in ordering thought, 36 and reason as, 46 intellectuals, 103 Internet, exclusions, 319-20 knowledge and 327 in-ventionalism, 277 Italy, 134 Johnson, L., 185 justice, malelfemale, 64, 274 Kant, Immanuel, 263 Kemp, Peter, 271-272, 282 Kenya, 6,26,231-257 educational policy, historical, 236-9 education after independence, 239-241 "welfare state" 232 contrast with neoliberal, 234 INDEX "Kenyanization," 239 Kergomard, 139-145 Key, Ellen, 120 kindergarten, 65-83,137-139, 142-146,204 African Americans, 207 governing discourses for, 206 Kliebard, H., 106 knitting rooms (Paries tricoter) , 142-143-145 knowledge, 103 as material practice, 56 power relations and, statistical and technical, 106 systems, 10 knowledge/power regimes, 264 Komensky,j-A,138-9 a language, defining reality, 65 exercising power, 65 Lasch, c., 38, 40-1 Lather, Patti, 278 Latin countries, 134, 136-137, Latour, B., 202 Leaders of tender youth, 143-145 learning networks, 54 Lenz Taguchi, Hillevi, 276 Lesko, N., 44 Levinas, Emanuelle, 27, 262-263, 271-274,276 liberal(s)(ism), 173-4, 179, 185-6 liberal welfare state, 234 lifelong learner, 47-8 and community, 50-51 "lifestyle," 96 limits of educability and humanity, 298 line-of-flight, 280 linguistic colonialism, 292 turn, 264 local and global, in education discourses, 98, 108 Locke,].,39,202 Logos, 271 343 Luxemburg, 134-5 Lyotard, Francois, 274 Malaguzzi, Loris, 276 male, 179-81, 184, 187-8 Mann, Horace, as educational expert, 204 market theology, 174 marriage, 149, 154, 159, 162, 173, 180, 183, 186-8 shotgun, 153 maternalism, 181, 187 maternal education, 140-3 "Mau Mau," independence struggle, 239 memory and forgetting, 200 metaphysics of presence, 289 methodical process, 141-4 Michel, S., 13 "minor politics," 284 missionary education, 238 modern/modernity, 15-16,36, 57n4, 199,209 pedagogy, 42 Moqvist, Ingeborg, 119 Moravia, 139,145-6 Moss, Peter, 279 mother(hood), 64, 137-139-140-141142-145-146,153,176-7, 182, 185 created through childcare, 70-71 "good" mother, 80 language of duties v rights, 72-4 "lone" motherhood, 222 myth of,82 teen or teenage mothers, 154 universal mother, 206 contrast with abnormal mother, 206 wage-earning, 79-80 as failing, 79 multiculturalism, discourses of, 99 Myrdal,Alva, 120 myths, collective, 64, 71 344 GOVERNING CHILDREN, FAMILIES & EDUCATION nation-state, 196, 198 nationa1 imaginary, 39,46 homogeneity and uniformity of, 100 nationa1 teacher standards, 51 NACECE, 240, 246 need~24,94, 100-2, 104 new, U.S., 220 discourse of "the needy," 101 relation to gender discourses, 10 neolibera1 (policies), neoliberalism, 232,233,235,245 neo-Marxism, 179 Netherlands, 135 network of obligation, 274 network of structures, 135 Nixon, Richard, 185 no child left behind, 52,218 constructing conduct and identity for all, 218 non-governmental organization (NGO),249 norma1ity I abnorma1ity, 204 norma1ization, 266, 269 of mothers, 69 norma1izing gaze, 269 norm of autonomy, 262, 268, 275 norms of development, 44 nostalgia, 93-4, 200 collective, 215 Northern Ireland, 134 nursery school, 135-137, 139, 145-146 Oberlin, 139-145 O'Ma1ley, P., 195, 196, 202, 209 opportunities, 166 Orloff,A S., 12, 175, 179, 180, 181,196 "Other," 45, 47 otherness, 263 out-of-school youth, 244 parenta1 involvement, 155, 160 parents, 137-139, 149 "lone part," 224 parent education, 120,206,207 partnerships, as strategy for community, 53 between school and parent, 53 passions, education of, 96 patriarchy, 178-80, 185-7 pedagogical documentation, 282-283 pedagogy as inscription device, 36 as a "civilizing process," 42-3 pedagogicalization, as a governing discourse, 23 of the family, 55 of the parent, 35, 47, 53 pedagogy oflistening, 263, 276-278, 280 pedagogistas,275 performativity, 329 Pence, Alan, 279 persona1 responsibility, 94, 97,154,155, 158, 163, 164 Persona1, Social and Hea1th Education, 160 Pesta1ozzi, 139-145 Pietists, 25, 139, 145-6 play, 143 Polakow,V.,12 Polakow,V., Ha1skow, T., & Jorgensen P S, 11, 13 policing, of the state and families 6-7 offamilies, 24,199 see also governing Popkewitz, Thomas, 7, 94, 97, 208, 210,262,265-267,269 Popkewitz, Thomas & Bloch, Marianne, 17, 19, 57n6, 120, 199,206,209,233,265,266, 267,269-70 Popkewitz, Thomas, & Brennan, Marie, 28n1, 184 Popkewitz, T.; Franklin, B., & Pereyra, M,262 INDEX populational reasoning, 15,206-7,211 postcolonial, 232, 233, 236, 250 postsocialist, 9,14,26,232,234,235, 246 poststructural, 233 post-welfare, 234 poverty 154, 156, 157, 158, 162, 164, 166,176,178-80,183,185-6, 188,222 child poverty as inevitable, 225 "pathologizing" of, 234 power, 7, 72, 175-7, 179-80, 182, 184-9 disciplinary, 15, 199 new forms of, 217 effects of power, 21, 55 symbolic, 65 effects of power/knowledge relations, 7, 28nl, 195, 196,305 new forms of, 217 productive, 283 sovereign, 15, 196, 199 power-knowledge relationships, 110nl0 new, 222 practice of governing, 108 pragmatic scene of teaching, 281-2 pre-colonial, 236, 237, 241 pregnancy, 149 teenage 149,152,153,157,159, 161,163, 165 preschool education, 136 preschool structures, 133 prescolarisatio, 133-135 "primary group," 42, 53, 267 privatization, 233 problem-solving individual, 48, 55 problem-solving as salvation practice, 49 professionalization, 96 processes of normalization, 265-270 professionalization, 96 progress, 16,42,43,48,200 and hard scientific evidence, 216 relation to nations, 219 rise of evolutionary form, 199 345 psychology, late 19th century role in education, 40, 205, 209 public/private, 216 linked to the family, 40-3, 215 "pursuit of happiness," 45-7 and idea of liberty, 44 quality(care), discursive construction of, 221 "hard evidence" and early child care, 225 "race suicide," 45-6 radical and cultural stratification, 238, 240 radical dialogue, 281; separation, 274 rationality, 198 autonomous, 208 Ranciere,Jacques,282 Readings, Bill, 277, 281-282 Reagan,R 173, 186 reality, and language 65 "reason," 36, 46-7, 200 limits of, 27 and relation to power/knowledge, 21,196 global and local, 202 universal, 36 reason of state, 21,196 (raison d'etat), 197,198,225 and steering from a distance, 21 racism/antiracism (Sweden), 320-4 "Reform," educational systems, 95 reform discourses, 95, 96 Reggio, Emilia, 27, 275-284 regimes of truth, 94, 95 new, 103-7, 264 relation to "expert knowledge," 103 regimes of government, and assemblage of discourses and strategies for governing the family, 102 and "combinatory reperoire," 102, 107 346 GOVERNING CHILDREN, FAMILIES regulation of the present for the future, 47-8 responsibility for the other 268-269 rcsponsibilization, 24, 266 responsibility, 97,108 private 43 rhizome, 278 -280 Rinaldi, Carlina, 276, 278 risk(s) 149, 166 "at risk," 47,105,106,149,151, 152, 161, 164 personal and social 150 Rose, N., 4, 19,21,28,41,51,94,95, 96,102,104,109,120,175, 195,197,199,208,216,217, 221,235,262,264-6, 267-268,271,284 Rose, N., & Miller, P., 51 Rousseau,).)., 119, 199,202 Said, E., 16, 196 Sainsbury, D., 8, 181, 182-4, 189, 196 salvation, 40, 45 merging of religious and secular, 18-9 narratives, 44, 47, 51 sameness, 54 based on difference, 206, 211 Scandinavian countries, 134-135 school(ing), and governing practices, 16-17 as historical site of governing, 35 school systems, 135, modern, 202-3 Schram, S., 10, 13,95,97,151,153, 154,162,216,234 science, 200, 208 to discover truths, 203-4 science and the making of democracy, 42-3 scientific reasoning, rise of, 17-8 self, as actor, 197 autonomous, 283 cultural anxieties, 197 new governing patterns, 217 & EDUCATION perpetual intervention, 51 self-government, 94 subjective sense of, 208; 28 Senegal, 195,200,207,211-3,214, 215,218 child-rearing, 212-3 "education for all reforms," 221-223 hybridization of identity, 213 Koranic schooling, 212-3 politics of negritude, 215 Senghor, Leopold, 211, 213-5 sensory apprehension, 140 sex and sexuality, 25,150 sex or sexuality Education, 150, 154, 157-8 sign language, 294-299,304 singularity, 274 social citizen, 266 social control, 174-5 social, demise of the, 51, 195, 195 social, equality!inequality, 11-14 social exclusion, 151, 155, 156, 162 social exclusion unit, 156 social magic, 83 social policy 182; provision 182, 184, 189 social regimes 182-3 social state, 195 demise of, 4, 14-5,21-3,216 relation to nonsocial state, 217-8 relation to the modern citizen, 208 related to rise of "community," 21-2 rise of, 18, 196, 198 traveling narratives and, 19-20 socialization, 136-146, see also identity building sociocultural handicaps, 136 soul, governing of, 39; 40, 50, 208, 221,266 requiring pastoral care, 44 Spivak, G C, 16,235,289 state, sovereign 198 INDEX state, framing of, 5-6 classification of, 8-11; 196 see also welfare state statistics, 110nl0, 203, 208, 211 statistical reasoning, 206-7 stranger, 272 street children, street kids, 244, 245, 248 structural adjustment programs, 10,26, 215,231,240,243 subjectification, 264 subjectivities, 17, 199,266,289 self & nation, 226 Swadener, B.; Kabiru, M., & Njenga, A., 232 Sweden, 23, 27, 63-91, 117-132, 313-333 construction of parent, 123-4 education and, 325-326 folkheim, 120 information technology and, 324-5 half v whole day childcare, 65-83 "new" Swedes, 322 parent education, 121-4 SWEDKID, 27, 315-318 Switzerland, 138 "systems of reason," 4, 36, 37, 200, 202 Taylor, Mark, C, 263 teacher, analogous to mother, 41 as transforming agent, 47 "empowered," 49 as action researcher, 49 teacher education, 41 technologies of the self, 22, 104 and the calculable individual, 104 of responsibilizatioll, 41 of the social state and global reasoning, 209 technologies of government, 197, 199, 214; governing families, 206, 208 teenage parenthood 149,152,157, 159,162-5 347 Temporary Aid to Needy Families (TANF),162 "the needy," 100 1, 102 Thatcher, Margaret 150 Thatcherite, 150, 154 Third Way, 5, 22, 25 or Fourth Way, 216; 217 thought, maps of, 36 traditional education, 237 translations, 3, 19, 57nl0, 108,200 defined, 201-2, 203 and indigenous governance systems, 209, 226 and reform discourses, 218 relations to global and local discourses, 108 traveling discourses, vii,195, 196,226; se alsoe translation triangulation, 144 unhappiness, 46-7, 48, see also "pursuit of happiness" uncertainty, 21, 216, 217 United Kingdom, 135 United States, 195, and education, 209-10;214 Children's Bureau, 209 kindergartens and nursery schools, 210 universal "best practices," 241 child, 209, 225 rights, 10 of children, 218-9 questioning of, 225 sameness, 268 truths, 17 universality, notions of 219 Vavrus, F., 240 virtue, produced through education, 40 visibilities, 283 vitalization of ethics, 271 "voice" given to the teacher, 49 348 GOVERNING CHILDREN, FAMILIES voices, marginalized, 7, 22, 220 Wagner, P., 55, 268 Wald, P., 40, 44-6 Walkerdine,V., 163, 166, 175,265 welcoming, 262, 273 welfare, 6-7, 157-9, 161-2, 164, 173-5,184,186-8 care shifts, 22 in the late modern period, 217 mothers, 153 "reason" of welfare, 195 welfare state, 36, 65, 156, 174-6, 179-80,182-4,186-8,231, 233 & EDUCATION naturalized vision of, 288 linked with "caring" nation and care, power, and, 5-6 "Wisconsin works," 162 Women 141-142 women, 174-183, 185, 187-8 constructed as mothers v individuals, 64 language of duties as mothers, 72-3 language of rights, 73-4 natural roles, 63, 202 World War II, 177 Young, R.J c., 15,16,211,215 ...GOVERNING CHILDREN, FAMILIES, AND EDUCATION Additional praise for Governing Children, Families and Education: "This collection performs important conceptual work by crossing and combining... childcare and preschool programs, as well as public schooling, were 14 GOVERNING CHILDREN, FAMILIES & EDUCATION developed as support for working-class and more elite families and for women and men... power and knowledge relationships involved in the translation of ideas and practices as these "travel" from place GOVERNING CHILDREN, FAMILIES & EDUCATION to place, and from time to time, and take