Document Type
Article
Rights
This item is available under a Creative Commons License for non-commercial use only
Abstract
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The design of policy tools reveals underlying biases that are not easily identified in policy documents. A review of two early childhood education and care subsidies in Ireland aimed at different target populations exposes differential treatment of children, parents and service providers. It also demonstrates how in a split system ‘early education’ is prioritised over ‘childcare’. The designs serve to reinforce stereotypes that enable the powerful and advantaged to accrue benefits while those perceived to be less deserving are burdened through the maldistribution of resources.
Recommended Citation
O'Donoghue Hynes, B., Hayes, N. (2011) Who benefits from early childcare subsidy design in Ireland? Journal of Poverty and Social Justice , vol. 19, no. 3, pp.277- 288. doi:10.1332/175982711X597017
DOI
https://doi.org/10.1332/175982711X597017
Included in
Education Policy Commons, Inequality and Stratification Commons, Other Education Commons, Other Political Science Commons, Policy Design, Analysis, and Evaluation Commons, Politics and Social Change Commons, Public Administration Commons, Public Policy Commons, Social Control, Law, Crime, and Deviance Commons, Social Policy Commons, Social Welfare Commons
Publication Details
The Journal of Poverty and Social Justice published by © The Policy Press • 2011 • ISSN 1759-8273;