Northampton Electronic Collection of Theses and Research

All Things Being Equal

Murray, J. (2022) All Things Being Equal. International Journal of Early Years Education. 30(2) 0966-9760.

[A][B][+][-]
16536:35825
[thumbnail of Murray_Jane_IJEYE_2020_Editorial_All_Things_Being_Equal]
Murray_Jane_IJEYE_2020_Editorial_All_Things_Being_Equal
Murray_Jane_IJEYE_2020_Editorial_All_Things_Being_Equal.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.
Information
Abstract:
The United Nations advocates that children’s experiences of growing up should be characterised by equality (OHCHR, 1989; United Nations, 2015). Yet even before COVID-19 emerged, inequalities were a global problem for early childhood, which matters because ‘Inequalities in early childhood development tend to persist into adulthood and amplify across the life course’ (Lu, Cuartas, Fink, et al., 2020, 1). We know that there are strong associations between inequality and wicked problems including low life expectancy, paucity of educational and health outcomes, weak development of human capital, lack of social mobility and failed social cohesion (Wilkinson and Pickett, 2010; 2018). Nevertheless, in 2022 as the World emerges from global pandemic shock, aspirations that young children worldwide may experience equality seem less achievable than ever.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being
Creators:
Murray, J.
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
21 April 2022
Date Type:
Acceptance
Journal or Publication Title:
International Journal of Early Years Education
Volume:
30
Number:
2
Language:
English
DOI:
10.1080/09669760.2022.2069357
ISSN:
0966-9760
Status:
Published / Disseminated
Refereed:
No
Related URLs:
Edit Item