Exploring Child Standpoint Theory in Early Childhood Education
A Pathway for Cross-Cultural Comparisons
DOI:
https://doi.org/10.7577/njcie.5713Keywords:
system messiness, Bangladesh, child standpoint theory, early childhood educationAbstract
This empirical study in Bangladesh explores the potential of Child Standpoint Theory in constructing and reconstructing the child in early childhood education (ECE) and its role in facilitating cross-cultural comparisons in and of ECE systems. The comparative gaze is considered for ways of scholarly investigation in the context of ECE system messiness. The paper suggests viewing children as relational ethnographic units of comparisons for comparing the conditionality, contextual elements, and temporality of each child's education across cultures through a three-fold approach. Spanning method and theory, the approach combines the notion of the entangled researcher and the comparative case study tool of tracing with Child standpoint theory. Findings are presented through a comprehensive visualization of a ‘child’ going through the ECE system during a day as a pathway to deeper analysis of facets underpinning ECE from a bottom-up rather than top-down approach.
Downloads
Metrics
References
Alanen, L. (2011). Editorial: Critical Childhood Studies? Childhood, 18(2), 147-150. https://doi.org/10.1177/0907568211404511
Amaral, L. A. N., and J. M. Ottino. (2004). Complex Networks: Augmenting the Framework for the Study of Complex Systems. The European Physical Journal B 38: 147–162. https://doi.org/10.1140/epjb/e2004-00110-5
Anckar, C. (2008). On the Applicability of the Most Similar Systems Design and the Most Different Systems Design in Comparative Research. International Journal of Social Research Methodology, 11(5), 389-401. https://doi.org10.1080/13645570701401552
Akhter, M., & Chaudhuri, J. (2013). Real Time Monitoring for the Most Vulnerable: Pre-Primary Education in Bangladesh. IDS BULLETIN, 44(2), 97–112. https://doi.org/10.1111/1759-5436.12020
Aktar, M. (2013). Universal Pre-Primary Education in Bangladesh Background. Child Research Net. https://www.childresearch.net/projects/ecec/2013_07.html
Aronsson, K. (2012). Barnperspektiv: att avläsa barns utsatthet. LOCUS, 24(1–2), 95–111.
Barlett, L., & Vavrus, F. (2017). Comparative Case Studies: An Innovative Approach. Nordic Journal of Comparative and International Education, 1(1). https://doi.org/10.7577/njcie.1929
Bergnehr, D. (2019). Barnperspektiv, barns perspektiv och barns aktörskap – en begreppsdiskussion. Nordisk tidsskrift for pedagogikk og kritikk,5, 49-61. https://doi.org.10.23865/ntpk.v5.1373
Bertram, T., & Pascal, C. (2016). Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study. Springer Nature. https://doi.org/10.1007/978-3-319-39847-1
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Eurydice (2019). Key data on early childhood education and care in Europe, 2019. Publications Office. https://data.europa.eu/doi/10.2797/958988
Friesen, P., & Goldstein, J. (2022). Standpoint Theory and the Psy Sciences: Can Marginalization and Critical Engagement Lead to an Epistemic Advantage? Hypatia, 37(4), 659–687. https://doi.org/10.1017/hyp.2022.58
Guevara, J. (2022). Comparative studies of early childhood education and care: beyond methodological nationalism. Comparative Education, 58(3), 328–344. https://doi.org/10.1080/03050068.2022.2044603
IFC International Finance Corporation (2019). Tackling Childcare in Bangladesh: The business benefits and Challenges of Employer-Supported Childcare. https://www.ifc.org/content/dam/ifc/doc/mgrt/ifc-tackling-childcare-in-bangladesh-final-report.pdf
James, A. (2007). Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials. American Anthropologist, 109(2), 261–272. http://www.jstor.org/stable/4496640
Kim, T. (2014). The intellect, mobility and epistemic positioning in doing comparisons and comparative education, Comparative Education, 50(1), 58-72. https://doi.org/10.1080/03050068.2013.874237
Khondoker, R. (2019). Role of Religious Actors in Educational Provision: A Case Study in Bangladesh Context. Journal of ELT and Education, 2(3), 15-24. https://jeebd.com/wpcontent/uploads/2019/12/JEE-23-2.pdf
Kousholt, D., (2019). Children’s Everyday Transitions: Children’s Engagements across Life Contexts. In M. Hedegaard & M. Fleer (Eds.), Children’s Transitions in Everyday Life and Institutions (pp. 145–166). Bloomsbury Academic. http://dx.doi.org/10.5040/9781350021488.ch-007
McFadden, A., Varcoe, C., & Brown, H. (2023). Examining Child-Led Tours and Child Standpoint Theory as a Methodological Approach to Mitigate Asymmetrical Adult-Child Power Dynamics in Ethnographic Research: A Child-Led Tour of Elfish Antics and Sensorial Knowledge. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231182878
Medina-Minton, N. (2019). Are Children an Oppressed Group? Posting a Child Standpoint Theory. Child Adolescent and Social Work Journal, 36, 439–447. https://doi.org/10.1007/s10560-018-0579-8
MoPME, NA. (2008) Operational Framework for Pre-Primary Education: Ministry of Primary and Mass Education: Government of The People’s Republic of Bangladesh. http://ecd-bangladesh.net/document/documents/Operational_Framework_for_PPE.pdf
MoWCA, NA, (2009). Comprehensive Early Childhood Care and Development (ECCD) policy framework. Ministry of Women and Children Affairs. Dhaka BG Press: http://itacec.org/itadc/document/learning_resources/project_cd/ELDS%20South%20Asia/Bangladesh.pdf
Perselli, A. K., & Haglund, B. (2022). Barns perspektiv och barnperspektiv: en analys av utgångspunkter för fritidshemmets undervisning. Pedagogisk forskning i Sverige, 27(2), 75-95. https://doi.org/10.15626/pfs27.02.04
Qvarsell, B. (2001). Det problematiska och nödvändiga barnperspektivet. In H. Montgomery & B. Qvarsell (red.), Perspektiv och förståelse: Att kunna se från olika håll (s. 90-105). Carlsson.
Rahman, F., & Kamra, A. (2024, March 16). Why is quality and affordable childcare vital for inclusive growth in Bangladesh? Worldbank Blogs. https://blogs.worldbank.org/en/endpovertyinsouthasia/why-quality-and-affordable-childcare-vital-inclusive-growth-bangladesh
Sikder, S., & Banu, L. F. A. (2018). Early Childhood Care and Education in Bangladesh: A Review of Policies, Practices and Research. In M. Fleer & B. van Oers (Eds.), International Handbook of Early Childhood Education (pp. 569-587). Springer. https://doi.org/10.1007/978-94-024-0927-7_26
Sobe, N. W., & Kowalczyk, J. (2018). Context, Entanglement and Assemblage as Matters of Concern in Comparative Education Research. In J. McLeod, N. W. Sobe, & T. Seedon (2018). World Yearbook of Education 2018: Uneven Space-Times of Education: Historical Sociologies of Concepts, Methods and Practices (pp. 197-203). Routledge.
Schuelka, M. J., & Engsig, T. T. (2022). On the Question of Educational Purpose: Complex Educational Systems Analysis for Inclusion. International Journal of Inclusive Education, 26(5), 448–465. https://doi.org/10.1080/13603116.2019.1698062
Tobin, J. (2022). Learning from comparative ethnographic studies of early childhood education and care, Comparative Education, 58(3), 297–314. https://doi.org/10.1080/03050068.2021.2004357
UIS-UNESCO (2011). International Standard Classification of Education ISCED 2011. UNESCO Institute for Statistics.
UNESCO (2021). Global Education Monitoring Report 2021/2: Non-state actors in education: Who chooses? Who loses? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379875
UNESCO (2022). Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education. https://www.unesco.org/sites/default/files/medias/fichiers/2022/11/tashkent-declaration-ecce-2022.pdf
Urban, M. (2022). Scholarship in times of crises: towards a trans-discipline of early childhood, Comparative Education, 58(3), 383-401. https://doi.org/10.1080/03050068.2022.2046376
Vandenbroeck, M. (2020). Early Childhood Care and Education Policies that Make a Difference. In R. Nieuwenhuis, & W. Van Lancker (Eds), The Palgrave Handbook of Family Policy (pp. 169-191). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-54618-2_8
World Bank (2020). The Landscape of Early Childhood Education in Bangladesh. Washington. DC eBooks. https://doi.org/10.1596/33465
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Annica Källebo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.