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Doma, v jeslích, nebo ve školce? Rodinná a institucionální péče o předškolní děti v české společnosti mezi lety 1945–2006

100%

Haskova H.

Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)

2007

vol. 8

issue 2

15-26

The article focuses on changes in availability and use of childcare and pre-school facilities after the Second World War in the Czech society during different periods of communist regime and during the post-1989 era. It studies how they are embedded in context of women's participation on the labor market, gender roles, social policies, fertility rates, public debates on care and fears of population decline. Several discourses influencing the availability and use of childcare and pre-school facilities are identified in the history, e.g. 'the women's issue' discourse supporting construction of nurseries since 1950s, 'the children's issue' and 'the population' discourses contributing to several prolongations of paid childcare leave since 1960s, etc. In history based institutional settings are identified as the main factors leading in a new labor market context to a current drop in availability of nurseries and an increase in care of pre-kindergarten children by mothers at home.

GOVERNMENTALITY – NEOLIBERALISM – EDUCATION: THE RISK PERSPECTIVE

75%

Kaščák O., Pupala B.

Pedagogický časopis (Journal of Pedagogy)

2011

vol. 2

issue 2

145 – 160

This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for the neoliberal government of education. It outlines Foucault’s methodology for analysing governmentality and shows how neoliberalism is a discursive formation which homogenises apparently unrelated language games and discourses. It places particular emphasis on the rhizomatic dispersion of neoliberal discursive and non-discursive practices, which in the end create a mosaic of thinking and acting with its own existing internal logic. This paper provides a cross-sectional perspective on how neoliberalism has implanted itself as a universal phenomenon along the horizontal and vertical lines of the education sphere and shows how, particularly through the policy of lifelong learning for a knowledge society, it is transforming first of all the education of adults and how subsequently it has become a fundamental blueprint for the complex revision of the higher education and regional schooling, including pre-school education. This paper prefaces this single-issue edition of the Journal of Pedagogy and therefore presents and summarises the articles published in this issue, and suggests how they are thematic examples of a single and more general theoretical framework.

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1 Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)

1 Pedagogický časopis (Journal of Pedagogy)

1 2011

1 2007

1 Haskova H.

1 Kaščák O.

1 Pupala B.

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Doma, v jeslích, nebo ve školce? Rodinná a institucionální péče o předškolní děti v české společnosti mezi lety 1945–2006

GOVERNMENTALITY – NEOLIBERALISM – EDUCATION: THE RISK PERSPECTIVE