Childhood, Curriculum, and Culture in Diverse Contexts

Yang, Weipeng; Tesař, Marek; Li, Hui

doi:10.1177/20965311221092039

Cited by 4 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the first phase, we found a total of 42 YouTube videos (6 for the theme of science inquiry process , 6 for the theme of light and darkness , 10 for the theme of floating and sinking , 9 for the theme of hot and cold , 6 for the theme of balls and ramps , and 5 for the theme of coding and computational thinking ). The selection criteria of videos are called ‘3CAPs’ (Appendix S1), which represent (1) Culturally Appropriate Practice, (2) Child‐Individually Appropriate Practice, and (3) Contextually Appropriate Practice (Yang et al, 2022). After expert selection following the 3CAPs criteria, there were 27 YouTube videos (four for the theme of science inquiry process , four for the theme of light and darkness , six for the theme of floating and sinking , six for the theme of hot and cold , four for the theme of balls and ramps and four for the theme of coding and computational thinking ) eventually identified for use in the video clubs.…”

Section: Methodsmentioning

confidence: 99%

A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

Yang,

Wang,

Bautista

2023

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long‐term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre‐ and post‐intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre‐post quasi‐experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web‐mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Practitioner notesWhat is already known about this topic As the largest and most popular video‐sharing service, YouTube hosts a wide range of freely accessible video types that can be used for professional education in various disciplines. There are worldwide efforts to improve early childhood teachers' ability to teach STEM. Video recordings of classroom observations have been used in the context of video clubs since the 1990s to support teacher learning. What this paper adds We introduced the design of a YouTube video club focusing on STEM teaching, in which the participants were asked to view and analyse video excerpts, write reflection as guided by the facilitator and discuss with peers in groups to exchange views on the teaching content and strategies demonstrated in the video excerpts. We extended prior research on video clubs by transforming video clubs into a fully web‐mediated mode using the technologies of YouTube, Google Classroom and Zoom. This design‐based study evaluated the design of YouTube video club in terms of affording and constraining teachers' professional learning in STEM education. Implications for practice and/or policy Results of this study can inform the design of teacher learning programmes using YouTube videos. YouTube videos can be used in web‐mediated video clubs to enhance teachers' professional beliefs, as well as the pedagogical content knowledge in specific learning domains (eg, STEM). More enhancements should be made to optimize the design of YouTube video club.

show abstract

Section: Methodsmentioning

confidence: 99%

A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

Yang,

Wang,

Bautista

2023

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

show abstract

“…Teachers are expected to welcome, value and support the diversities of immigrant families and, through engagement with critical theories, attend to issues of equity and fairness in their practice (Arndt, 2018). Aotearoa has joined a global community seeking cross-cultural practices that sustain the languages, cultures and identities of each ECEC community and avoid perpetuating the marginalisation of the traditional multicultural curriculum (Robinson and Jones-Diaz, 2016; Yang et al, 2022; Yelland et al, 2021) while at the same time trying to avoid the conflation of bicultural and multicultural discourses and practices.…”

Section: Historical and Contemporary Contextsmentioning

confidence: 99%

Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand

Gould

Boyd

Tesař

2023

Contemporary Issues in Early Childhood

Self Cite

View full text Add to dashboard Cite

This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum Te Whāriki, research has also focused on the complexities of requiring a largely monocultural (Pākeha /of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers’ narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy.

show abstract

“…Western curriculum and pedagogy operate to either validate or marginalize systems of knowledge production (Shahjahan et al, 2021; Yang et al, 2022). Recently, academics, activists, student movements and Indigenous movements have called for decolonizing curriculum and pedagogy.…”

Section: Decolonising Science Educationmentioning

confidence: 99%

Decolonizing western science education and knowledge in early childhood: Rethinking natural hazards and disasters framework through indigenous ‘ecology of knowledges’ in Kenya

Bertoli,

Ng’asike,

Amici

et al. 2023

Global Studies of Childhood

Self Cite

View full text Add to dashboard Cite

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the ‘Paper Volcanoes Laboratory’ program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.

show abstract

Childhood, Curriculum, and Culture in Diverse Contexts

Cited by 4 publications

References 33 publications

A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM

Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand

Decolonizing western science education and knowledge in early childhood: Rethinking natural hazards and disasters framework through indigenous ‘ecology of knowledges’ in Kenya

Contact Info

Product

Resources

About