Responding to diversity: statements and practices in two early childhood education contexts

Loveridge, Judith; Rosewarne, S.; Shuker, Mary Jane; Barker, Angela; Nager, J.

doi:10.1080/1350293x.2011.634998

Cited by 12 publications

(8 citation statements)

References 6 publications

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“…Scholars such as MacNaughton (2000) and Loveridge et al (2011) raise the question of the role teachers have in fostering children's critical thinking about bias. While gendered views may not be viewed as dark funds of knowledge per se (Zipin 2009); as they do not encompass illegal activities, for example; such views represent the kind of struggle Zipin refers to as teachers and learners work with each other's knowledge and thinking.…”

Section: Discussionmentioning

confidence: 99%

“…In the largest city, Auckland, Mandarin is now one of the most commonly spoken languages (Statistics New Zealand, 2006). Diversity brings enduring challenges for NZ early childhood teachers (Loveridge et al 2011). Te Whāriki acknowledges the commitment of the nation to biculturalism, suggesting this lays the foundation for multicultural understandings.…”

Section: Context Of Studymentioning

confidence: 99%

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Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas

Hedges

2014

International Journal of Early Years Education

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Children's interests and thinking emanate from their daily lived experiences in their families, communities and cultures. This paper substantiates the view that the construct of 'funds of knowledge', understood through the lens of 'cultural repertoires of practice', provides an analytical tool for early years teachers to interpret their observations of, and conversations with, young children. The paper reports findings from a qualitative case study in early childhood settings of children's interests and thinking. The methods included participant observation, interviews with teachers and children and gathering of pedagogical documentation. This paper specifically draws on and problematises the funds of knowledge and related gendered thinking that a young Chinese girl revealed through her interests and practices. It argues that although the construct of funds of knowledge provides an authentic conceptual framework to guide and justify teachers' pedagogical decision-making, it should not be accepted uncritically. The concept may raise some issues for teachers' responses to children's thinking and relationships with diverse families. Teachers and researchers have future work to undertake to understand children's complex cultural knowledges and positionings in an increasingly globalised world.

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Section: Discussionmentioning

confidence: 99%

Section: Context Of Studymentioning

confidence: 99%

Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas

Hedges

2014

International Journal of Early Years Education

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“…While a linguistic mismatch is reported in 16 of the 26 reviewed studies, the LM parents and ECEC professionals shared a linguistic and cultural background in the remaining ten. The latter studies point to smooth and open communication between the parents and professionals, which inevitably improves the relationship (Adair, 2016;Baker and Páez, 2018;De Gioia, 2009;De Gioia, 2015;Fehrer and Tognozzi, 2017;Harji et al, 2017;Gilliard et al, 2007;Loveridge et al, 2012;Mancilla-Martinez and Lesaux, 2014;Mitchell et al, 2015).…”

Section: Language Background (Mis)matchmentioning

confidence: 99%

Exploring the partnership between language minority parents and professionals in early childhood education and care: a systematic review

Aghallaj¹,

Wildt²,

Vandenbroeck³

et al. 2020

Multilingual Approaches for Teaching and Learning

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“…Aotearoa/New Zealand has experienced an increasingly diverse migrant population since 2001 (Ministry of Social Development, 2016). This has impacted on early childhood settings in a number of ways, including increasing attendance by children from ethnic and linguistic minorities (Loveridge et al, 2012). In highlighting the extensive research that this situation has led to in support of children and their families, Cherrington and Shuker (2012) call attention to the lack of engagement with teachers’ cultural Otherness.…”

Section: Contextual Influencesmentioning

confidence: 99%

Early childhood teacher cultural Otherness and belonging

Arndt

2018

Contemporary Issues in Early Childhood

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Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit or, worse, repel or offend? This article picks up on the largely under-researched area of teachers’ belonging and sense of cultural identity in early childhood settings. It argues for the critical importance of elevating and paying attention to teachers’ subject formation and identity. Drawing on some of the concerns and common conceptions of cultural Otherness in early childhood education, the article uses Kristeva’s foreigner lens and her theory on the subject in process to argue that teachers’ sense of belonging, of their own cultural identity and place, in their teaching team and in their early childhood setting is critical for an overall sense of openness and belonging throughout the setting. Teachers are commonly called on to nurture children’s and their families’ cultural identities. The sense of belonging intended through such practices depends on teacher attitudes and orientations to cultural Otherness that go beyond the surface – that allow for the difficult, complicated, unpredictable processes of becoming part of a centre community. This article offers a challenge to rethink teacher Otherness, for the (re-)elevation of their own sense of belonging in early childhood settings and teaching teams.

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Responding to diversity: statements and practices in two early childhood education contexts

Cited by 12 publications

References 6 publications

Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas

Sophia's funds of knowledge: theoretical and pedagogical insights, possibilities and dilemmas

Exploring the partnership between language minority parents and professionals in early childhood education and care: a systematic review

Early childhood teacher cultural Otherness and belonging

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