Neoliberalism Assemblages -- Education as Investment Techne: Trying to Understand?
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| Title: | Neoliberalism Assemblages -- Education as Investment Techne: Trying to Understand? |
|---|---|
| Language: | English |
| Authors: | Margaret Joan Stuart (ORCID |
| Source: | Policy Futures in Education. 2026 24(3):505-519. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Neoliberalism, Early Childhood Education, Educational Policy, Commercialization |
| Geographic Terms: | New Zealand |
| DOI: | 10.1177/14782103251381954 |
| ISSN: | 1478-2103 |
| Abstract: | The New Zealand Coalition government (2023-present) has adopted recommendations of its newly formed Ministry of Regulation. Early Childhood Education Regulatory Review (2024) is its first task. In attempting a genealogical analysis, I argue that this iteration further shifts ECE from a public good to a market commodity. It is not merely a policy shift but is a profound reconfiguration of how the government conceptualizes childhood, education, and social value. The Review emerges not as an isolated moment, but as the culmination of a decades-long process of economic rationalization that has incrementally dismantled collective approaches to education, both in New Zealand but also other Anglophone countries. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503009 |
| Database: | ERIC |
| Abstract: | The New Zealand Coalition government (2023-present) has adopted recommendations of its newly formed Ministry of Regulation. Early Childhood Education Regulatory Review (2024) is its first task. In attempting a genealogical analysis, I argue that this iteration further shifts ECE from a public good to a market commodity. It is not merely a policy shift but is a profound reconfiguration of how the government conceptualizes childhood, education, and social value. The Review emerges not as an isolated moment, but as the culmination of a decades-long process of economic rationalization that has incrementally dismantled collective approaches to education, both in New Zealand but also other Anglophone countries. |
|---|---|
| ISSN: | 1478-2103 |
| DOI: | 10.1177/14782103251381954 |
