Study Notes on Recognizing Politics in the Nursery

Recognizing Politics in the Nursery: Early Childhood Education Institutions as Sites of Mundane Politics

Abstract

  • Authors: Zsuzsa Millei, Kirsi Pauliina Kallio

  • Published in Contemporary Issues in Early Childhood

  • Argument:

    • Early childhood institutions should be recognized as sites of 'mundane political practice'.

    • Distinction between:

    • Official politics and policies in early childhood education (ECE).

    • Everyday politics experienced by individuals from birth to death.

  • Critique of lacking acknowledgment of "mundane politics" leads to:

    • Denial of children's agency.

    • Potentially harmful implications for democratization processes.

  • Call for recognition of children's political agency within educational frameworks.

Introduction

  • Reference to Peter Moss's contributions in:

    • Ethics and Politics in Early Childhood Education (2005)

    • Bringing Politics into the Nursery (2007)

  • Moss's Vision:

    • Early childhood education and care (ECEC) should serve democratic political practice.

    • ECEC as a "public forum" where all citizens engage, including children.

  • Authors' Perspective:

    • ECEC institutions are inherently political and always engaged in political practice, not merely spaces for apolitical ideals.

    • Greater need to recognize the existing political realities in early childhood settings.

The Concept of Mundane Politics

  • Definition of mundane politics:

    • Not confined to global or institutional scales.

    • Includes individual and community actions based on personal experiences and contextual importance.

  • Characteristics of mundane political agency:

    • Varies in reflexivity and intentionality.

    • Can manifest explicitly (e.g., activism) or implicitly (e.g., identity expressions).

    • Central theme: political agency arises from contextual relevance.

Children's Political Lives

  • Children are politically aware beings from birth, shaped by their environments.

  • Examples of political socialization in familial contexts:

    • Case 1: Finnish parents' video with their child promoting violent views against refugees.

    • Case 2: Parenting blog emphasizing ecological values and social responsibilities regarding children's upbringing.

  • Conclusion: Children's lives are politicized through various means, even if not explicitly recognized in practice or policy.

Implications of Understanding Children as Political Subjects

  • Critique of the predominant narratives around childhood innocence:

    • Politicization is often denied regarding children's lived experiences.

    • Historical perspectives on childhood education influencing modern views.

  • Historical References:

    • Philosophers like Plato and Rousseau noted the importance of political education.

    • Post-war educational practices often disregarded children's inherent political capacities.

Methodology and Analysis Framework

  • Research framework based on analyses of various journals:

    • Examined terms like "political agency" and "citizenship" in early childhood education research.

    • Findings indicate limited recognition of children as political subjects.

  • Attention to journals ahould include explorations related to children’s agency in political discussions.

Key Findings from Analyzed Literature


  • Table 1 summarizes findings on political agency in early childhood education literature:

    Journal

    Total Articles

    Citizenship Focus


    EECERJ

    34 +

    12 (Democratic Practice)


    Australian Journal

    3 before 2008 + 3 after 2009

    1 (Cultural)


    Early Childhood Research Quarterly

    0


    Contemporary Issues in Early Childhood

    22 + 2 political agency

    • Majority of articles engage with democratic principles, citizenship, and community participation without specific reference to children's lived political experiences.

    Essential Arguments Proposed

    1. Human Agency is Political from Birth:

      • Early recognition of children's political agency is crucial in ECEC settings.

      • Discussions should foster democracy through interactive experiences rather than prescribed curricula.

    2. Inherent Political Nature of ECEC Settings:

      • ECEC environments naturally incorporate politics and political dynamics.

      • Active engagement in mundane politics is a continuous process for both adults and children.

    3. Understanding Political Agendas:

      • ECEC professionals must understand their role in shaping political realities through pedagogical choices.

      • Being aware of the subtle political dynamics present in classroom environments is essential.

    Recommendations for Future Research and Practice

    • Suggestions for acknowledging children's political subjectivity in curriculum and pedagogical frameworks.

    • Encouraging deeper conversations around the implications of political realities that children face in everyday life.

    • Exploring how children's experiences and political histories shape their lives within ECEC settings.

    Conclusion

    • Critical engagement with children's lived experiences positions them as active participants in democratic practices.

    • Embracing children's political agency may enhance educational practices and align with democratic ideals.

    Author Biographies

    • Zsuzsa Millei: Senior research fellow focused on child politics, rights, and early childhood as a political space.

    • Kirsi Pauliina Kallio: Research fellow exploring political subjectivity in children and political geographies.