Globalisation, global English: ‘futures trading’ in early childhood education

Kennedy, Anne

doi:10.1080/09575140600898472

Cited by 9 publications

(9 citation statements)

References 10 publications

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“…However, these Western ideologies may not adopt values like traditional knowledge or learning from community elders (Pearson and Degotardi, 2009). There is a great deal of interest and evidence in literature that suggest Western ideologies cannot be applied to all contexts (Kennedy, 2006;Pearson and Degotardi, 2009;Sanagavarapu, 2010). For example, in many Asian cultures early years are greatly influenced by others in the community and children's identity is construed in relationship and interactions with others (Kennedy, 2006;Pearson and Degotardi, 2009).…”

Section: The Discourse Of Diversitymentioning

confidence: 99%

Diverse perspectives of migrant student teachers in early childhood education

Rana

2020

Policy Futures in Education

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As a result of rapid demographic changes in today’s globalised world, more student teachers come from different cultural backgrounds. New Zealand too has seen an influx of international students in the early childhood sector. In this article the author reports on a research study that explores the perspectives of a group of eight Indian student teachers. It explores their identity within New Zealand as Indian teachers and how they have enculturated themselves in the local context. This study focuses on the discourse of difference and diversity to understand the identity of global teachers in the local context. It critically analyses some assumptions and issues related to diversity and difference in early childhood education.

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Section: The Discourse Of Diversitymentioning

confidence: 99%

Diverse perspectives of migrant student teachers in early childhood education

Rana

2020

Policy Futures in Education

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“…However, within the early childhood education sector, even though many teachers (both preservice and inservice), may recognise the importance of biculturalism, a large majority of early childhood centres continue to educate children from a monocultural, monolingual perspective and position (Ritchie, 2003). Early childhood sector is also influenced by the neo-liberal market ideology that emphasizes individualistic European American ideologies of child centered development that do not recognise other cultures that are influenced by others in the community and identities are construed in relationship and interactions with others (Kennedy, 2006;Rana, 2012). Sauto-Manning (2017) suggests it is important to recognise that early childhood teacher educators are cultural beings and have their own identities and pedagogies.…”

Section: Current Contextmentioning

confidence: 99%

Culturally inclusive pedagogies of care: A narrative inquiry

Rana

Culbreath

2019

Journal of Pedagogy

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This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.

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“…Untersuchungen zu den sozialen Kompetenzen von Kindern wurden bislang unabhängig von der ethnischen Zusammensetzung in Kindergärten und Kindergartengruppen durchgeführt, obwohl die steigende Globalisierung ofensichtlich zu einer steigenden ethnischen Vielfalt in Kindergärten führt (Kennedy, 2006). Diese Studie überprüt, ob Kinder unterschiedlicher Ethnien unterschiedliche soziale Kompetenz in konlikthatem Spielverhalten zeigen.…”

Section: Theoretischer Hintergrundunclassified

Unterschiede im Spielverhalten von Vierjährigen aus unterschiedlichen ethnischen Gruppen

Petrowski

Joraschky²,

Juen³

et al. 2009

Praxis der Kinderpsychologie und Kinderpsychiatrie

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Unterschiede im Spielverhalten von Vierjährigen aus unterschiedlichen ethnischen GruppenPraxis der Kinderpsychologie und Kinderpsychiatrie 58 (2009) Summary Diferences in Doll Play of Four-Year Old Children of Diferent Ethnic GroupsIn its psychological development, the child learns social-emotional competences in order to be able to cope with conlicts. Since ethnic diversity increases due to globalization, the inluence of the ethnic background on the social competence children development must be investigated furthermore. he present study examines the diferences of the social-emotional competences of children of various ethnic groups. To track the social-emotional competence in play, 84 Asian-American, Latin-American and African-American kindergarteners (age = 4) were tested with the Mac Arthur Story Stem Battery and the attachment representation using the Attachment Doll Play manual. here were signiicant diferences in the avoidance of conlict, empathic and moral themes in problem-solving among the ethnic groups. Furthermore, according to ethnic background the children signiicantly difered in the dimensions of attachment representation, freezing/blocking, constriction and controlling. Since ethnically speciic social competence, attachment dimensions and their inter-correlation were found, the children started Kindergarten with difering qualiications. here are indications that the diferences in attachment accentuations in children call for ethnic diferences in social competence and interpretations of social situations in adults and children.

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Globalisation, global English: ‘futures trading’ in early childhood education

Cited by 9 publications

References 10 publications

Diverse perspectives of migrant student teachers in early childhood education

Diverse perspectives of migrant student teachers in early childhood education

Culturally inclusive pedagogies of care: A narrative inquiry

Unterschiede im Spielverhalten von Vierjährigen aus unterschiedlichen ethnischen Gruppen

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