Hegemony and the Neoconservative Politics of Early Education Policymaking

Karlidag-Dennis, Ecem and Temiz, Zeynep and Cin, Melis (2022) Hegemony and the Neoconservative Politics of Early Education Policymaking. Children's Geographies, 20 (2). pp. 220-233. ISSN 1473-3285

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This research explores the dynamics, actors, and political authority through which early education policymaking is formulated and negotiated using a Gramscian perspective. Drawing on interviews with teachers, teacher trainers, and parents, we argue that the educational landscape in Turkey is driven by a prevailing neoconservative and hegemonic agenda and is mediated by a domestic history and politics that produce a monolithic understanding. We first present the political mediations that shape the interplay between the conservative ideology of the care and childcare market and then tease out the complexities of the top-down policymaking approach that leaves little room for deliberation with civil society and various educational stakeholders. We conclude the paper by discussing the initiatives that allow social access and opportunities in early education along with the implications of how and why ‘early education policy’ seems to be trapped between discourses of the raw childcare market and neoconservative gender essentialism.

Item Type:
Journal Article
Journal or Publication Title:
Children's Geographies
Additional Information:
This is an Accepted Manuscript of an article published by Taylor & Francis in Children's Geographies on 10/05/2021, available online: https://www.tandfonline.com/doi/full/10.1080/14733285.2021.1925874
Uncontrolled Keywords:
?? policymakingearly educationhegemonygramscineoconservativismsociology and political sciencesocial psychologygeography, planning and development ??
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Deposited On:
29 Apr 2021 12:45
Last Modified:
16 Apr 2024 01:19