Citations (19)
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Weipeng Yang, Peng Xu, Haidan Liu & Hui Li. (2022) Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care 192:2, pages 203-219.
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Zoe Lewis. (2021) Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy. Early Years 41:4, pages 321-335.
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Naomi McLeod & Babs Anderson. (2020) Towards an understanding of ‘school’ readiness: collective interpretations and priorities. Educational Action Research 28:5, pages 723-741.
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Kyara Rojas-Bustos. (2020) The Invisibility of “Other Languages” in an Early Years Language Program in England: An Examination of Monolingual Discourses and Ways to Forge Culturally Inclusive Practice. Journal of Research in Childhood Education 34:1, pages 28-42.
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Gottfried Schweiger. (2019) Ethics, Poverty and Children’s Vulnerability. Ethics and Social Welfare 13:3, pages 288-301.
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Margaret Sims. (2017) Neoliberalism and early childhood. Cogent Education 4:1.
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Ian Barron. (2016) Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England. International Journal of Early Years Education 24:3, pages 325-341.
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Articles from other publishers (12)
Siew Fung Lee. (2019) Governing ‘disadvantage’ through readiness: A Foucauldian policy genealogy of funded nursery places for two-year-olds. Contemporary Issues in Early Childhood 22:1, pages 33-46.
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Paul B. Stretesky, Margaret Anne Defeyter, Michael A. Long, Zeibeda Sattar & Eilish Crilley. (2020) Holiday Clubs as Community Organizations. The ANNALS of the American Academy of Political and Social Science 689:1, pages 129-148.
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Michelle Watson, Stefania Velardo & Murray Drummond. (2020) Perspectives of the key stakeholders of the KickStart for Kids school breakfast program. Children and Youth Services Review 112, pages 104895.
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Elin Eriksen Ødegaard & Mariane Hedegaard. 2020. Children’s Exploration and Cultural Formation. Children’s Exploration and Cultural Formation
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Joanne Copeland. (2018) A critical reflection on the reasoning behind, and effectiveness of, the application of the Pupil Premium Grant within primary schools. Management in Education 33:2, pages 70-76.
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Nikki Fairchild. (2018) The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality. Contemporary Issues in Early Childhood 20:1, pages 53-64.
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Margaret Sims & Karl Brettig. (2018) Early childhood education and early childhood development: Do the differences matter?. Power and Education 10:3, pages 275-287.
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Margaret Sims, Elise Alexander, Mari Nislin, Karma Pedey, Lavinia Tausere Tiko & Nina Sajaniemi. (2018) Infant and toddler educare: A challenge to neoliberalism. South African Journal of Childhood Education 8:1.
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Naciye Aksoy & Ebru Eren Deniz. (2017) Early childhood education in neoliberal, religiously conservative times in Turkey. Policy Futures in Education 16:1, pages 108-123.
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Amita Gupta. (2017) How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka and the Maldives. Policy Futures in Education 16:1, pages 11-28.
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Sadie Parr. (2016) Explaining and Understanding State Intervention into the Lives of ‘Troubled’ Families. Social Policy and Society 16:4, pages 577-592.
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Kristín Dýrfjörð & Berglind Rós Magnúsdóttir. (2016) Privatization of early childhood education in Iceland. Research in Comparative and International Education 11:1, pages 80-97.
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