Governing quality in Indonesian early childhood education
This thesis examines the way in which ideas around quality early childhood education in Indonesia were produced over three periods of government: Pre-Reformasi (1950-1998); Reformasi (1998-2003); and post-Reformasi (2004-2015). With a focus on the present - post-Reformasi Indonesia - a Foucauldian analysis of policy documents traces shifting discourses of quality. The thesis focuses its analyses on the ways in which quality has influenced conceptualisations of young children, the roles of teachers, and learning environments in shaping Indonesia's youngest citizens over the past twenty years (1998-2018). Using a Foucauldian genealogy of selected policy documents, the thesis traces four major discourses that have shaped notions of quality in general, and shifting ideas of what are good children, good teachers, and good early learning environments. The pre-Reformasi notions of quality were shaped by two major discourses: the discourse of nationalism during early independence to the end of Sukarno's administration, and the discourse of correction and development during the New Order administration. In the brief period of Reformasi, quality was influenced mainly by a discourse of distinction and change. The contemporary post -Reformasi notions of quality are shaped by a discourse of standardisation. By examining notions of quality through the three lenses of children, teachers, and learning environment, various influences are traced. These include nationalism, child development, quality indicators, professionalisation and standards. From an analysis of the key documents in each period, quality is seen to be the major theme. Quality, however, is viewed differently over time. During the pre-Reformasi period quality is characterised by obedient children, compliant teachers, while the learning environment functions to foster nationalism and national ideology. During the Reformasi period, quality is informed by the emergence of Western notions of child development and teachers are seen as role models of reformed citizens and facilitators in developmental learning environments. In the post-Reformasi, quality is characterised by developmentally-standardised children, professionally certified teachers, and standard-driven learning environments. While these characterisations are useful in tracing the shifting understandings of quality this thesis also explores other internal tensions and contradictory ideas of quality. It focuses on post-Reformasi policy documents and provides some suggestions for ways to overcome contradictions, while diversifying quality-governing tools.
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