This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, the author will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, the author will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what he term an emergent ‘virtual landscape of ECEC’. Ultimately the author argues that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.
Massey University, School of People,, Environment and Planning, Palmerston North, Palmerston North, Private Bag 11222, New Zealand
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