Cultural analyses in a Taiwanese kindergarten: A postcolonial reflection and study

A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast With Developmentally Appropriate Practices

“…For the field of early education research to move forward, such issues should be addressed and details provided about the teachers and students researchers are studying. Because early education contexts across the globe and the practices of early educators within them are continuing to change (e.g., Huang, 2013;Tobin, Hsueh, & Karasawa, 2009), having a better set of data that describes the research context and its participants in more detail would be beneficial.…”

Negotiating local and glocal discourse in kindergarten: Stories from Indonesia

“…The ongoing effect of colonialisation is also evident in the ECE curriculum. The work of Adriany (2018a) in Indonesia, Gupta (2006) in India, Huang (2013a) in Taiwan, and Jahng (2013) in Korea points out just how much the curriculum in these countries relies on Western theories. Developmentalism is widely used in many Global South countries.…”

“…Critical approaches have been used to gain an understanding of how ECE can become a space for resistance and decolonisation. Other studies, such as those by Gupta (2006Gupta ( , 2008Gupta ( , 2018, Huang (2013b), and Jahng (2013) reveal the hybridisation process that allows the local and global culture to interact and negotiate with one another. Despite Indonesia's long history of colonisation, there has been little research attempting to understand ECE practices from a postcolonial perspective.…”

Reflexive Risk-Education and Cosmopolitanism in the Risk Society

“…Drori et al (2003) remind us that the implementation of science-oriented curricula in this global world is a 'cultural issue' rather than an 'economic issue', because these scientific subjects are derived from western culture but have now spread around the globe. In empirical studies, it is evidenced that western and non-western societies have different cultural tendencies, such as individualistic vs. collectivistic self and, analytical vs. holistic thinking (Huang, 2010(Huang, , 2013Nisbett, 2003;Spring, 2008). However, when western culture is adopted, not only do we take it as the guide for our thinking and actions, but also indigenous cultures are marginalized.…”

“…For example, unlike the individualism and analytical thinking in western culture, in eastern culture the real self is co-present with others and Nature (Bhaskar, 2002) and people tend to value the relationship between the object and its context (Masuda & Nisbett, 2006). Unfortunately, it is also found that teachers have very little understanding of the differences between western and eastern cultures (Huang, 2013). According to Giddens (1984), these local cultures take the form of practical consciousness, which is doable but usually not describable.…”