Sufficiently Well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood
Bibliographic record
Abstract
Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 2015) while the government has abandoned child poverty reduction targets; in Croatia, a recent accession to the EU, “it is normal that Roma children are mostly sick,” according to a recently published report (Šikić-Mićanović, Ivatts, Vojak, & Geiger-Zeman, 2015, p. x). Rather than examining the situation in specific countries, in this paper I undertake a critical inquiry into policy approaches and responses to inequality at the level of the European Union–including the EU Framework for National Roma Integration Strategies–with a specific focus on early childhood education, care, and development. However, while the policies put in place by the European Union have to be welcomed, they represent only one aspect of a complex and often contradictory picture. Perspectives from professionals and activists working “on the ground” are necessary to complement the official picture; they will be presented and discussed in order to identify systemic challenges. I conclude by making the case for a radical systemic turn in EU early childhood policies and for learning with and from experiences in so-called developing countries as a way forward to address these challenges.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".