Shaping Knowledge: Economic Interests and the Quality of Education
Edited and foreword by Mark J. Užmah
von Mojca K. Šebart, Andreja Hočevar und Mojca LukanThe book Shaping Knowledge: Economic Interests and the Quality of Education explores the influence of international institutions such as the OECD, the World Bank, and the institutions of the EU on early childhood education and care. These institutions aim to introduce economically viable and cost-effective education throughout the education continuum, including preschool education.
In the first part of the book, the authors analyze whether the expectations of international institutions are embedded in the framework acts on education, specific legislation on preschool institutions, and curriculum documents in Slovenia and Serbia. They demonstrate that the influence of international institutions is noticeable in preschool education in Slovenia, while in Serbia, their expectations are already evident in the formal framework of preschool education.
In the second part of the book, the authors examine and reflect on the process-oriented approach to the topics of family and gender present in the curriculum in Slovenia. During public discussions about legislative changes in Slovenia affecting families with same-sex parents, stereotypical claims and prejudices were often voiced, suggesting that the legislative changes would impact preschool institutions.
Alongside the family topic, the authors address the issue of gender, which also emerged in discussions related to the legislative changes. They approach this topic by exploring its inclusion in the preschool curriculum. Additionally, the authors contribute to the discussion by presenting the results of research on the professional views of future preschool educators regarding the inclusion of topics such as gender roles, gender expression, and gender identity in the preschool educational process. The book provides a comprehensive insight into family and gender-related issues in preschool institutions.
In the first part of the book, the authors analyze whether the expectations of international institutions are embedded in the framework acts on education, specific legislation on preschool institutions, and curriculum documents in Slovenia and Serbia. They demonstrate that the influence of international institutions is noticeable in preschool education in Slovenia, while in Serbia, their expectations are already evident in the formal framework of preschool education.
In the second part of the book, the authors examine and reflect on the process-oriented approach to the topics of family and gender present in the curriculum in Slovenia. During public discussions about legislative changes in Slovenia affecting families with same-sex parents, stereotypical claims and prejudices were often voiced, suggesting that the legislative changes would impact preschool institutions.
Alongside the family topic, the authors address the issue of gender, which also emerged in discussions related to the legislative changes. They approach this topic by exploring its inclusion in the preschool curriculum. Additionally, the authors contribute to the discussion by presenting the results of research on the professional views of future preschool educators regarding the inclusion of topics such as gender roles, gender expression, and gender identity in the preschool educational process. The book provides a comprehensive insight into family and gender-related issues in preschool institutions.