This study examines, through a Foucauldian governmentality-approach, how children aged 0-6 is being seen as both a object of objectification and subjectification in the daily work and practice regime, and how this creates certain boundaries and guidelines for the identification in cases wherechildren are in vulnerable positions – and what kind of subjectposition the children is led to through the identification and certain practices. It is concluded that the children in general is being objectified through certain forms of knowledge that is developed through an understanding, basedon developmental-psychology, of how children normally develops and how the child is being a subject through pastoral and disciplinary institutions enforcement of power. It is further concluded that the objectification and subjectification leads to a particular set of boundaries for the identification in that the aforementioned creates a normalised controlhabit while the pastoral anddisciplinary techniques create the expected and desired behaviour from the child. In that process some capacities and skills are being nursed and fostered while other ways of behaving, ways that are considered flawed and deviations from normal behaviour, is being monitored and corrected. Based on that, it is ultimately concluded that the regime of practice causes a certain subjectposition characterised by the fact that the children has to be a deliberate and active part in it’s own learning and evolution but at the same the children are subject to molding based on various disciplinary techniques and knowledge about how children normally develops.
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