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Global Perspectives on Human Capital in Early Childhood Education: Reconceptualizing Theory, Policy,

ForewordI Theory and History of Human Capital Introduction and Historical PerspectiveThe Reasoning Guiding Our Choice of Contributors and ContributionsWhat Is Human Capital and Education?GovernmentalityStatistics and PopulationalReasoningNormalization and Populational ReasoningEducation for DevelopmentKeynesian Economic TheoryThe Emergence of Market-oriented Economic Theory, or NeoliberalismTheoretical Perspective of the BookNotesReferencesTheorizing Dialogue among Various Voices in Critical TheorySocial Theory and Human-CapitalPopulations Production and ParticipationKnowing, Doing, and BeingCase Study: Sunny Acres BackstretchPalimpsest of Critique for Possible FuturesAcknowledgmentsReferencesII Deconstruction and Critique of Human Capital and EducationGoverning the Brain: New Narratives of Human Capital in Australian Early Childhood EducationHuman Capital and Neurosciences in PolicyMethodological ConsiderationsThree Historical Models of Human CapitalNeurosciences and BiopoliticsRegulation of Very Young “Neuro-Citizens”DiscussionNotesReferencesThe Instrumentality of Spanish in Early Spanish Education: Unraveling the “Linguistic Masquerade” via StorytellingWhen Others Teach What Is Not Theirs, and It Is Done Unsatisfactorily, Can Storytelling be “Soothing”?When you talk with me about my research, do no ask me what I found.The Masquerade—By Alejandro AzocarConcluding RemarksReferencesHuman Capital Theory and the Promotion of the Entrepreneurial Attitude toward Early Education in TurkeyHuman Capital Theory as a Governmental RationalityEarly Education Advocacy: “How Well Does It Pay Off?”The Regime of Benefit-Cost RatiosThe Power of Return Rate GraphsHuman Capital Theory within a Discursive GridEngineering the Child’s Potential: Developmental DiscourseLongitudinal Studies and Measuring of Change: Definition of “Ideal” CitizenThe Problem of “the Disadvantaged” and Equality of Initial OpportunityConcluding RemarksReferencesHuman Capital Theory and Shifting Perceptions of Teachers in the United StatesTheoretical FrameworkHistoryConclusionsReferencesReforming Early Childhood Education as a Smart Investment for the Future: Stories from East AsiaStories from Taiwan, Korea, and Hong Kong: Systems of ECEC in East AsiaHong Kong: Private Education and Care for All Children?PEVS: A Milestone for What?Taiwan: Moving toward University Provision for All?Korea: Quality Education for All ChildrenThe Making of the East Asian Narrative of ECEC as InvestmentUsing Vouchers to Purchase and Pursue Quality: Convincing Smart Investments?ReferencesEngland’s Foundation Stage Child in a Shifting World: Troubling Grids of Reasoning of “Children with Potential,” “Normalization,” and “Value-Added” CurriculumScientific Research and Human Capital TheoryThe “New” Child as Human CapitalThe Changing Language of StandardsProblematizing Human Capital Language in Early ChildhoodConclusionReferencesDeconstructing Human Capital Discourse in Early Childhood Education in IndonesiaAn Overview of the Practices of ECE in IndonesiaHuman Capital in ECE in IndonesiaHuman Capital Discourse and the Neoliberal LegacyThe Creation of the OtherConclusionAcknowledgmentsReferencesIII Reconceptualizing Education outside of Human Capital LanguageAnd You Gotta Believe Me: When Social and Human Capital CollideHistory of Experiential Teaching/Learning in University/Public School PartnershipsStudying Preservice Teacher Impact within Urban School SettingsThe Collision/Collusion of Human Capital and Social CapitalReferencesEconomistic Subjects: Questioning Early Childhood Pedagogies of Learning, Participation, and VoiceThe Te WhAriki ApproachLearning-Focused Assessment Practices: An Analysis of Subjective and Governmental EffectsConclusionNotesReferencesHow Human Capital Theory Sells Early Education Short: Revaluing Early Education through the Capabilities ApproachHuman Capital Theory: Investing in OutcomesHuman Capital Outcome Studies in United StatesInternational Outcome StudiesThe Costs of Cost-Benefit Analysis on the Benefits of Early EducationThe Capabilities Approach to DevelopmentAddressing Critiques of the Human Capital ApproachCONCLUSIONReferencesConcluding and Moving Forward

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