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Democracy and Education: an Investigation of Early Childhood Education in Portugal

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Democracy and Education: an Investigation of Early Childhood Education in Portugal ‘Revolution’, Democracy and Education: An investigation of Early Childhood Education in Portugal By Diana Filipa Dos Santos Sousa Thesis submitted to the Institute of Education (IOE), University College London (UCL) For the degree of Doctor of Philosophy Declarations I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the proper acknowledgement of the author. Word count (exclusive of appendices and bibliography): 80.000 words 2 Abstract Education systems have long been viewed as playing a key role in developing and maintaining both democratic political systems and the promotion of democratic values. This is acutely the case in Portugal where, in 1974, after nearly half a century of dictatorship, ‘democracy’ emerged as a central aspiration. It shaped all levels of education, and Early Childhood Education (ECE) specifically has been influenced by the strong desire of the government to create a democratic society. Even though this was an important political project for the government, the implementation of policy was deliberately left to providers. This allowed for and encouraged a diversity of provisions/practices in ECE. The purpose of this study is threefold: firstly, to explain how democracy emerged within Portuguese history to influence all aspects of society; secondly to understand how democracy is manifested in education policy; and thirdly to explore how it is enacted in different ECE school settings. This involved two levels of analysis: national (state) and local (schools and classrooms). Three different schools (public, IPSS (charity), and private) have been researched and the data collection methods included: interviews of policymakers, ECE experts and educators; analysis of key documents at the national, organisational, and classroom levels and observations in the three schools. The research followed predominantly a critical socio- constructivist and interpretivist approach. In terms of policy the study found that democracy has, for a long time, served a symbolic function, acting as a ‘floating signifier’ that provided a ‘thick narrative of modernisation’ and symbol of ‘hope’ for the future. At the level of intentions, the three types of school conceived democracy differently in ways which reflected their diverse ideologies/missions. The analysis indicated that the forms in which democracy was enacted reflected the different foci of the different schools. It also illustrated that in these schools democracy was only evident when democratic spaces were created by individual educators. As a result, three different pedagogic styles which demonstrate the enactment of democracy in ECE classrooms have been identified. 3 Acknowledgements A PhD is far from being an individual journey, to all who walked beside me, my most heartfelt Obrigada! I am mostly grateful to Professor Paul Morris. Paul, you were the best supervisor I could ever wish for and I was very lucky to benefit from your knowledge, patience and generosity. I thank you not only for your guidance and support but mainly for believing in me, more than I ever did myself. Thank you for creating a collegiate environment which provided a unique input and rigorous scrutiny of my thesis, thank you for all the ‘mocks’, and for helping me clarify my thoughts on rainy days. Your work ethic, commitment to scholarship, and passion for education, made me want to produce a thesis that made justice to your supervision. I hope not to disappoint! I would like to thank Professor Robert Cowen, for your time reading this work and for the invaluable feedback you provided me with in the final stages of writing. To all the researchers and policy makers for making time available in your days to share your thoughts with me and for allowing me to share them with others in this thesis; to the schools and all the professionals, for receiving me with open arms, allowing me in your day to day lives in order to produce this work, obrigada! To my amazing friends Farah Ahamed and Laura Oxley, without whom this PhD would not exist! Farah, thank you for introducing me to Paul. Thank you for encouraging me and giving me the push to do it, thank you for supporting all my random outbursts of madness, thank you for the care and all the inspiring and reassuring cards you sent me every month in the past year, no month goes by without me stalking the postman! Laura, thank you for convincing Paul that this was a good idea. Thank you for sitting me down and making me write as if there was no tomorrow, thank you for breaking my thoughts apart and help me rebuild them every time I needed to move forward. Thank you both, for being on my side since day one (<3 MACE 2007) and walking beside me every step of the way. Thank you for your support and help throughout this (long) process. Thank you for your suggestions and for reading all the boring bits of my thesis. Thank you for being such incredible friends. Your love, care, motivation and positivity, were incredible and heartening throughout all this process, and your friendship one that I will always, always, cherish. From the bottom of my heart, thank you! To the beautiful people I met during this PhD who kept me going and with whom I learnt so much about myself. Ximena Galdames, Will Essilfie, Steffi Baum, Lukas Ertl, Kate Cowan, Núria Mallorqui and Tania Fonseca thank you for the love, laughs, dances, advice and stimulating conversations. Thank you for the shoulders for my tears, for sharing your groove, and for keeping our mojos up and running in tuneful harmony. There are no words that can express my gratitude, you are fighters and I treasure and admire you and your courage immeasurably. I am grateful for calling you friends and am a better person for having you in my life! 4 I would like to thank David Everett and Janice Lambert, for keeping me (almost) sane at the IOESU, during the most difficult times. David, thank you for letting me cry in your office every single day for a whole year! Thank you for brightening up my days “every minute is a step closer…”, and for all the things you taught me including the ‘managerial discourses’ and the multiple meanings of ‘politics’. Janice, thank you for your kindness and tireless care, with you I learnt that strength is something we carry in our hearts. To my friends Celisa (thank you for all the special Sundays that kept me grounded and amused), Paola (thank you for all the hours of wonderful mosaic catharsis), Nadia (thank you for receiving me in Italy and helping me find myself whilst recovering my health), Jaclyn (thank you for sharing more than an office with me and for reminding me every day that I am not alone), Masumi, Alvaro, Pablo (thank you for the times at the IoE) Britt, Berit, Eilidh, Cate, Stuart, Marie, Charley (thank you for all the super Thursdays), Euan, Yoyo, Yu-Ping, Sue, Ai-Lian, Maryam and Fei (thank you for all the support and advice in our group tutorials), Ben (thank you for your energy). Thank you all, for sharing the highs and the lows, thank you for the humour, warmth and laughs. Thank you for helping me avoid the tears, for your friendship and for giving me spaces for winding up and venting my anxieties and fears. To my family in London, Isabel, Cindy, Bianca, Jonathan, Claudia, Joseph and Brent. Thank you for receiving me in your lives in London almost ten years ago, and for making me stay to pursue an MA when all I wanted to do was running back home. Everything started with your support! Thank you for your love, care and help throughout the years, thank you for being my port of security. Thank you for your sofas all those weekends coming up to London. Thank you for keeping asking ‘is it done yet?’. Thank you for not understanding and discouraging all my self-doubts. Thank you for the comfort food and love that nourishes and sustains me. Thank you for being home! To my grandparents avó Purificação e avô Carlos, thank you for providing me with the inspiration for this thesis. Thank you for your story, thank you for fighting, thank you for never giving up despite the hardships, thank you for your love and affection, thank you for making me feel proud of where I come from. Thank you for your prayers and for carrying my heart in your hearts as I carry your hearts in mine. To my brother Cajó, thank you for coming to the UK and washing my dishes in times of sickness. Thank you for taking care of me when health failed me. Thank you for your love and for encouraging me every day to try and be a worthy role- model of a big sister. Finally, I am grateful to my parents Carmita and Arménio, who taught me that being educated and having an education are two different things. Thank you for your love and for encouraging me to be a better person every day. Thank you for supporting me in all of my decisions with trust without ever questioning why. Thank you for suffering with me and helping me carry the burden, thank you for all the sacrifices you made throughout life so I could get an education, thank you for giving me all the opportunities you never had. Obrigada, obrigada, obrigada! 5 Table of Contents Declarations ........................................................................................................................ 2 Abstract .............................................................................................................................. 3 Acknowledgments .............................................................................................................. 4 List of Figures and Tables ................................................................................................... 9 List of Appendices ...........................................................................................................
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