ABSTRACT
This chapter examines the position of the parent in documentalized collaboration and critically discusses the demands that are placed on the parent. Again, it uses empirical examples to elucidate our examination. The examples are based on our studies of parent-teacher meetings in Finnish and Swedish early childhood education (ECE). In an examination the chapter applies the approach of governance. That is, it considers ECE and its practices as an agent and as a technology in 'cultural reasoning' that produces discourses which regulate the lives of the children, parents and families. However, the approach of governance does not refer to the idea of a simplistic hierarchy of domination and subordination. In general, education can be seen as a normality project in modern society: Pedagogy is the inscription device of governing. Its intellectual techniques map the interior of the child and parents to render them visible and amenable to government.
