A ‘region’ under siege? Singularisation, regionalisation and genericism in Early Childhood Studies in England

ABSTRACT

This paper draws on Bernstein’s sociology of knowledge to examine the academic study of early childhood in England, involving scrutiny of how knowledge is recontextualised from contributory disciplines to take account of early childhood practice and professionalism, and of governmental influence on what counts as disciplinary and curriculum knowledge. The relatively fragmented disciplinary structure of Early Childhood Studies suggests vulnerability to attempts to control its purpose. However, this is mitigated by commitments within the academic community to traditions of early childhood practice, and a sense of advocacy and shared values. The analysis draws upon a recent investigative project undertaken at English higher education institutions.

KEYWORDS:

• Early Childhood Studies
• academic disciplines
• professional knowledge
• Bernstein

Acknowledgements

The author is very grateful for the involvement of the programme leaders and lecturers at the six institutions at which data was collected.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Jim Hordern http://orcid.org/0000-0002-2933-7593

Additional information

Funding

The support of the Society for Educational Studies (http://soc-for-ed-studies.org.uk/) for the research that underpins this paper is gratefully acknowledged.