“Rights are the Words for Being Fair”: Multicultural Practice in the Early Childhood Classroom

Abstract

This article addresses the practices of multiculturalism and social justice as they are explored by an early childhood classroom. In response to the school requirement of participation in the Martin Luther King assembly, the children and their teachers seek to create a meaningful contribution reflective of the children's voices and conceptions of justice and equality. The article examines classroom practices as children and teachers coconstruct meaning around multiculturalism in early childhood. Through classroom research and discussion, the children develop their own concepts around these issues, finding meaningful ways to share their knowledge with the larger school community.

The Perspectives of Parents Toward the Practices of Pre-School Ethos During Routine Activities in Perpaduan (Unity) Pre-School Settings

“…Previous studies show that the quality of pre-school is determined by the best practices in pre-school ethos such as curriculum, the profile of children, quality of the teacher, facilities, and teaching and learning practices. Bentley (2012) explains the meaning of diversify ethnically pre-school in the early childhood classroom practices in the everyday lives of four-and five-year-olds. According to Mamat et al (2019), the practice of multi-ethnic teaching in early childhood education is an important element of high-quality developmentally and culturally appropriate early childhood programmes.…”

‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices

“…For example, reflecting on children’s responses to activities and self-generating provocations can be harnessed to create deeper thinking about meaningful follow-up learning experiences, rather than simply resorting to the most obvious or linear plan. When learning contexts are informed by critical reflections, there is a greater possibility for children’s voices to be heard and their participation valued as co-researchers and, in so doing, disruptions to the assumed power of the teacher as ‘expert’ who determines what knowledge should be imparted can occur (Bentley, 2012). This necessitates a relinquishing of the taken-for-granted position of power from which the image of teacher is constructed.…”

Terrorism in the Nursery: considering the implications of the British Values discourse and the Prevent duty requirements in early years education

“…When the values of democracy, rule of law, individual liberty and mutual respect and tolerance of other beliefs and faiths are allowed to permeate practice rather than being introduced as abstract concepts, children can begin to construct their own understanding. Bentley (2012) is keen to emphasise this and points out that when fundamental values in the classroom are given meaning, and are not tokenistic, children have time to develop their understanding in far deeper ways, making them more resilient learners. Using the example of being tasked with contributing to the school's assembly on Martin Luther King, Bentley's article describes how fundamental values in the classroom, which she describes as multiculturalism, diversity and social justice, cannot be forced upon children.…”