The Internationalization of the Reggio Emilia Philosophy

Foerch, Daniela Fenu; Iuspa, Flavia

doi:10.14210/contrapontos.v16n2.p321-350

Cited by 4 publications

(7 citation statements)

References 3 publications

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“…They express themselves through different languages, thereby generating new meaning, and seek to master the way those around them express themselves (Dubois, 2015 ). With the exception of South Africa, the African continent seems to be the region of the world that has not yet tried out the Reggio Emilia approach (Foerch & Iuspa, 2016 ). Nevertheless, this approach has vast potential in the continent, particularly in understanding the hundreds of languages of the Malaguzzi children (Mphahlele, 2019 ).…”

Section: A Culturally Relevant Strategy For Early Childhood Educationmentioning

confidence: 99%

Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices

Akkari

2022

Prospects

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The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the international infatuation for pre-primary education based on both scientific evidence and also international agendas. It then explores the possibilities of putting forward a coherent African response to global demands concerning early childhood education and promoting the inclusion of local cultural content in designing pre-primary educational structures. Finally, the article suggests some principles that might guide international cooperation activities affecting the early childhood sector.

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Section: A Culturally Relevant Strategy For Early Childhood Educationmentioning

confidence: 99%

Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices

Akkari

2022

Prospects

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“…Piaget’s theory of cognitive development and constructivism (Hewett, 2001) and Freire’s theory about the relationship between liberation and education (Glass, 2001; Sak et al, 2018) also found a place. The intersection of these theories led to a child-centered approach to education (Foerch & Iuspa, 2016; Mitchiner et al, 2018). From the insight of Dewey’s philosophy, education enhances democracy by exchanging and sharing common interests and constructing knowledge through social interactions (Correia et al, 2019; Mitchiner et al, 2018; Sheridan & Samuelsson, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

Manouchehri

Burns

2021

Education and Urban Society

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This article discusses how a bottom-up approach to learning can be positioned within a top-down educational structure. For the first time, Iran’s educational system has witnessed a shift from a one-dimensional teacher-centered approach to the triangular student-facilitator-parent approach. While the majority of children’s participative activities in Iran have pedagogical functions, the participatory type of school was established to prioritize the voice of students. Through an analysis of interviews in a study of participatory schooling in Iran, this research identified several similarities and contradictions in terms of children’s inclusion between the theoretical framework and philosophy of democratic and child-centered school with the conventional Iranian one. The contribution of this article is to highlight how the socio-political features of the context can influence the structure and approach to education and effectiveness of inclusion. This approach to learning can be significant in societies where child integration has not yet found its meaningful position in schools.

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“…together with other people is essential(Fenu Foerch & Iuspa 2016). At the Workers Museum in Copenhagen, people are invited to build a bridge, but it can only be achieved through individuals' collaboration, knowledge, skills, and labour (Fig.5).…”

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confidence: 99%

The museum as a social space and a place for lifelong learning

Wollentz¹,

Djupdræt

Hansen³

et al. 2023

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This article explores the social dimensions of the museum by focusing on two questions: 1) What elements in museums have proved successful in creating socially interactive environments? 2) Does social interaction stimulate learning in museums and if so: how? We argue that museums are fundamentally social spaces, which are often appreciated and used as spaces to be social, but also that there is a lack of research and knowledge on how museums act as social spaces in particular, and what kind of learning social interaction in museums stimulate. We are applying the tool Generic Learning Outcomes to approach these questions. By mapping and analysing 30 museum spaces and evaluating 25 activities in Norway, Sweden and Denmark, we have managed to identify a set of elements useful for making museum spaces more social. We have also been able to trace a connection between social interaction in museums and how the museum experience contributes to learning.

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The Internationalization of the Reggio Emilia Philosophy

Cited by 4 publications

References 3 publications

Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices

Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices

A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

The museum as a social space and a place for lifelong learning

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