Tittel på foredraget:
Democracy: a fundamental
value of early childhood education and care
is a long tradition of democracy as a fundamental value in education and some
countries today recognise its place in early childhood education and care. But
more generally democracy is marginalised by an increasingly hegemonic
neoliberalism, which values market relationships of competition, calculation
In this presentation, I will re-state the case for democracy as a
fundamental value in all forms of education, including early years; consider
the meaning of democracy; and outline some of the ways in which democracy can
be practiced in the barnehage – or any other early childhood centre.
conclude by discussing the conditions that are needed if democracy is to be
enacted in education and flourish.
Moss is Emeritus Professor of Early Childhood Provision at the Thomas Coram
Research Unit, Institute of Education University of London.
His interests include
early childhood education and care (ECEC); the workforce in children’s
services; the relationship between care, gender and employment (including the
role of leave policies); the relationship between ECEC and compulsory
schooling; social pedagogy; and democracy in children’s services.
Much of his
work over the last 25 years has been cross-national, in particular in Europe.
He is currently the co-coordinator of the International
Network on Leave Policies and Research and editor of the network’s annual
review of leave policies, covering 34 countries.
With Gunilla Dahlberg, he
edits the book series Contesting Early
Childhood, which provides a forum for questioning the dominant discourses
surrounding early childhood and offering alternative narratives in an area now
made up of a multitude of perspectives and debates.
Recent books include:
- Radical Education and the Common School: A
Democratic Alternative (with Michael Fielding), which won first prize in
2012 in the annual book award of the Society for Educational Studies
- Social Pedagogy and Working with Children
and Young People (edited with Claire Cameron)
- Early Childhood and Compulsory Education: Reconceptualising the