Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson, Emma

doi:10.2304/ciec.2011.12.3.212

Cited by 12 publications

(6 citation statements)

References 32 publications

(89 reference statements)

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“…It is not our goal to distinguish the Eastern versus Western part of the curricular and pedagogical practices at E-KG. The current study goes beyond and to some extent, demonstrates the value of importing and adapting educational principles and curriculum models to diverse ways of life, as globalisation has resulted in rich diversity (Pearson, 2011). In particular, the study investigated ways in which a balance between change and tradition, East and West, the local and the global, can be achieved and maintained.…”

Section: Further Explanations From the Cultural-institutional Planementioning

confidence: 92%

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Yang

2017

Journal of Curriculum Studies

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School-based curriculum innovations have been widely implemented in Chinese kindergartens since the turn of the new millennium. However, in the absence of professional guidance, Chinese kindergartens have been forced to 'ride a blind horse' when developing curriculum. The aim of this study was to understand the nature of and mechanisms underlying school-based curriculum (SBC) development (SBCD) in an informative kindergarten in southern China from the sociocultural-historical perspective. Data obtained from interviews, observations and document analysis were triangulated to determine why and how curriculum innovations had taken place and the nature of the curriculum introduced. Evidence suggested that (1) SBCD in the Chinese kindergarten under study was a dynamic process undertaken in four main stages: imitation, absorption, integration, and evaluation; (2) the resulting SBC was a comprehensive and sophisticated curricular system balancing child-centred and teacher-directed pedagogies and hybridising Eastern and Western curricula; and (3) SBCD in the kindergarten under study was guided by Chinese philosophy (highlighting balance and harmony), which offers a valuable perspective on recent curriculum changes in Chinese kindergartens. The theoretical and practical implications of these findings were discussed.

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Section: Further Explanations From the Cultural-institutional Planementioning

confidence: 92%

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Yang

2017

Journal of Curriculum Studies

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“…Glocalized learning and teaching refers to the curricular considerations and pedagogical framing of local and global community connectedness in relation to social responsibility, justice and sustainability. Illustrative cases and arguments for the importance of local communities' influence on implementation of globalised approaches to ECE have also been highlighted by researchers globally for some time (e.g., Chaiklin & Hedegaard, 2005;Hedegaard, 2014;Freitas, Terri, Shelton & Sperb, 2009;Nsmnang, 2009;Ødegaard, 2015;Pearson, 2011;Rogoff, 2003;Simpson, Lumsden & Clark, 2014;Tudge & Wanga, 2009).…”

Section: 'Glocalisation' -Revisiting the Global And The Local In Earlmentioning

confidence: 98%

Introduction to Children’s Exploration and Cultural Formation

Ødegaard

Hedegaard

2020

International Perspectives on Early Childhood Education and Development

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The notions and ideas of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), which are outlined in Transforming our World: The 2030 Agenda for Sustainable Development (UN, 2015), can be seen as an introduction to how exploration can be brought more directly into early childhood education, thus leading to children's cultural formation both locally and globally. In this document, the UN and UNESCO ask for a locibased, ecological, integral education. This educational process combines historical knowledge recognizing cycles and planetary boundaries with children's equity and well-being in efforts to build better education programs for the future also along with critique that challenge the UN and research for not going far enough (Boldermo & Ødegaard, 2019; Holden, Linnerud, Banister, Schwanitz, & Wierling, 2018). With this book, we hope to take a step in this direction by bringing exploration and cultural formation into the debate while outlining our visons for future early childhood education (EEC). In line with Wals (2017), we find that children's exploration and cultural formation are important for their creation of meaningful and compassionate lives, where both the nonhuman and human worlds on the Earth is the key questions of our time. Contributors' shared attempt throughout this book is to not only examine and conceptualise exploration and cultural formation through locally situated cases but also direct their contributions toward global educational concepts. The contributors provide different windows into how children may explore in everyday practice settings in kindergarten. In Chap. 2, Hedegaard outlines how exploration has been

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“…Tobin (2011) further concluded that the implicit cultural influence is undervalued and deserves more awareness. It was even proposed that values and practices originated from the local culture could be promoted to mediate the implementation and effects of imported curriculum ideals to avoid cultural colonization in educating young children (Pearson, 2011).…”

Section: Education Reform: From Globalization To Glocalizationmentioning

confidence: 99%

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Yang

2022

ECNU Review of Education

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Purpose This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.

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Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Cited by 12 publications

References 32 publications

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten

Introduction to Children’s Exploration and Cultural Formation

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

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