The Discourse of a Preschool Education Curriculum

Lidija Miškeljin


The paper presents a critical analysis of the discourse of a preschool education curriculum. Its starting point is Foucault’s concept of discourse as language in use, which not only reflects the social order, but also shapes it through a network of conventions, knowledge and practices determining man’s – or, in this case, the reader’s – perception of reality. The analysis is based on identifying the discourse strategies and/or systems of rules laid out in the text The basic principles of the preschool education curriculum for three- to seven-year-old children – model A which make possible certain statements and insights regarding children and thus position the child and the preschool teacher by means of discourse repertoires. This approach helps contextualize the text and leads to an understanding of the basic discourse mechanism involved in the creation of specific versions of preschool education. As discourse analysis itself is related to interpretation and narratology, with the story as a constant, so is this paper a story about a preschool curriculum, for, like any other text, it tells an unfinished story that can yet evolve in different directions.

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Copyright (c) 2016 Lidija Miškeljin

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The Journal Issues in Ethnology and Anthropology, Faculty of Philosophy, University of Belgrade, Department of Ethnology and Anthropology. Čika Ljubina 18-20 11000 Beograd

ISSN 0353-1589 (print)     

ISSN 2334-8801 (online)

UDC 572(05)

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This work is licensed under a Creative Commons Attribution License 3.0 Serbia (CC BY).