Traveling of Global /Colonizing Discourse on Early Childhood Education and Care (ECEC) Integration

KoEun KimUniversity of Wisconsin-Madison, U.S.A.

Hybrid pattern of governance

Discourse as a multiplicity of discursive elements that can come into play in various strategies (Foucault 1978, p.100)

The Significance (and Role) of Translation in producing unanticipated shifts in the operation of rule (O’Malley, 1998)

• Interpreting an original plan in accordance with their own projects and interest (Latour, 1986)

• Programmers’ mobilizing, suppressing or interpreting of indigenous governance in accordance with their goals

• The process whereby resistance may invest and transform governance with localized strategies of adaptation, accommodation, and collaboration

(O’Malley, 1998)

•Multi-direction “from local systems of reasoning to the global, and back again into local concepts.” (Bloch, 2003)

Circulation of Discourse(s)

In 1996, OECD Education Ministerial meeting on “Making lifelong learning a reality for all”

In 1998, OECD Education Committee’s Thematic Review of Early Childhood Education and Care Policy in 12 countries

In 2001, Release of “Start Strong” in International Conference on Early Childhood Education and Care: International Policy Issues

Systematic and Integrated approach to policy development and implementation calls for a clear vision for children, from birth to 8, underlying ECEC policy, and coordinated policy frameworks at centralized and decentralized levels. A lead ministry that works in co-operation with other departments and sectors can foster coherent and participatory policy development to cater for the needs of diverse children and families. Strong links across services, professionals, and parents also promote coherence for children. (Start Strong, 2001, p.126)

Studies on a set of countries invited by UNESCO (early childhood and family policy series

Circulation of Discourse(s) (continued)

A strong and equal partnership with the education system supports a lifelong learning approach from birth, encourages smooth transitions for children, and recognizes ECEC as an important part of the education process. (Start Strong, 2001, p.126)

Education for All Lifelong Education for All School Readiness Quality standards

Early Childhood Education and Care (ECEC) Programs in Korea

ECECProviders

Kindergarten(You-Chi-Won)

Childcare center(Children’s House )

Administrative Authority

Ministry of Education and Human Resources Development

Ministry of GenderEquality and Family

Legislation Early Childhood Education Act

Early Childhood CareAct

Age of targetchildren

3 to 5 0 to 5

♦ Hakwon (Private Learning Place): extracurricular activities in art, music, gymnastics, mathematics, or language (English as well as Korean language)

♦ English Kindergarten: Private English immersion programs for preschoolers

The Introduction of Early Childhood School(You-A-Hak-Kyo)

Integration of Kindergartens and Childcare centers into one unified system

Half-day “Care-based School” for 3 to 5 year olds

National educational system under the control of the Ministry of Education and Human Resource Development

National early childhood school curriculum

Accreditation standards

Kindergartens are encouraged to transform themselves into an Early childhood school but other childcare facilities do not necessarily need to transform themselves.

The Language of “School”

Korea has a cultural propensity to respect learning and schools. Parents perceive

schools as an institution to which they must send their children because the word

“school” conjures up the images of a place for learning. The name Early childhood

school was, thus, thought to be a strategic way of upgrading people’s perception of

early childhood institutions and mobilizing public attention to early childhood

institutions as well as mobilizing government attention to early childhood.

(UNESCO, July-August 2003)

The Language of “School” (Continued)

Kindergartens: Schools for education children from age three to five (before entering elementary school). Their purpose is to promote the harmonious development of young children’s minds and bodies by providing them with a proper educational environment

Childcare Facilities: Facilities to provide care for young children aged six before entering elementary school with requests from children’s parents due to parental inability to take care of their children for their illness or work

(Background note to the OECD Thematic Review of Korean ECEC Policy, 2003, p.10)

Hybridized Nature of the Meaning of Education

Modernization Discourse(s) on Education

Education for allLifelong learning for all

The Korean War Pro-America

Anti-Communism

Japanese Colonization

Authoritarian control core values in Education

ConfucinismEmphasis on academic learningUse of competitive examination

Early Childhood Education and Care

as an early start for later academic success

as a preparation for college entrance exam

English Only Kindergarten

- English immersion Program

Hakwon (Private learning place)

- Teacher-directed academic skill teaching

English as a Modernization

Thousands of English Kindergartens (English language schools) in affluent districts

A Goose father

Korean Quest for Flawless English Drives Tongue Surgery for Toddlers

English class will start from the first grade of all Korean elementary schools in 2008 (now provided from the third grade)

English as official language and English immersion programs for science and math in elementary and middle schools in the special economic zones

Child-Centeredness against another form or language of Colonization??

Parents’ continuous desire for their children’s early learning (and English) makes children attend several hakwons (Private learning place including English Only Kindergartens) in or at a rush like the pendulum in the clock without free time. We should protect our children from parents’ reckless avarice for children’s early learning with a child-centered, play-based educational program. Early Childhood Education is not a preparation for college entrance exam.

(Educational Reform Committee, 2003, p.86)

We must make allowance for the complex and unstable process whereby discourse can be both an instrument and an effect of power, but also a hindrance, a stumbling-block, a point of resistance and a starting point for an opposing strategy. Discourse transmits and produces power; it reinforces it, but also undermines and exposes it, renders it fragile and makes it possible to thwart it.’ (Foucault 1978, p.100-101)