Abstract:
Working with Ricoeur’s notions of the ‘capable subject’ and ‘just institutions’ the paper examines the purposes and aims of early childhood education inherent in current policy. The paper argues that the form of early education now promoted moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum, Te Whariki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Educational Philosophy and Theory has an ERA research journal ranking of A+ and a Q score of 19.93. It is the leading journal in History/Philosophy of Education.