Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

Birkeland, Åsta

doi:10.1177/1478210315612647

Cited by 17 publications

(11 citation statements)

References 18 publications

(19 reference statements)

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“…Awareness of the co-presence of both universalizing and particularizing tendencies and the inspiration to see the local in the global and the global in the local was later taken up in dialogues between Chinese and Norwegian researchers, 1 who proposed the concept of the 'glocal' teacher (Birkeland, 2015;Ødegaard, 2018a, 2018b, 2018cTrippestad & Huang, 2015). Cases from Norway and China provided detailed insights into how culturally based values and practices are simultaneously global and local (see Chap.…”

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

confidence: 99%

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

confidence: 99%

Introduction to Children’s Exploration and Cultural Formation

Ødegaard

Hedegaard

2020

International Perspectives on Early Childhood Education and Development

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“…As researchers, we are situated in the Nordic context, Denmark and Norway. Additionally, Birkeland has more than 15 years of experience with ECE in China (Birkeland, 2012(Birkeland, , 2013a(Birkeland, , 2013b(Birkeland, , 2016(Birkeland, , 2019, and Sørensen has several years of experience with outdoor activities in kindergartens in Denmark and Norway (Sørensen, 2013(Sørensen, , 2016(Sørensen, , 2017. Therefore, the researchers have both insider and outsider perspectives on the ECE practices in both countries.…”

Section: Studying Children's Exploration In Kindergartenmentioning

confidence: 99%

Children’s Explorative Activities in Kindergarten Playgrounds: A Case Study in China and Norway

Sørensen

Birkeland

2020

International Perspectives on Early Childhood Education and Development

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Nordic countries have historically emphasized play in early childhood education to a higher degree than China. However, recent educational reforms have reformulated its importance in early childhood education. In this chapter, we discuss young children’s activities in the playground as a basis for conceptualising diverse conditions for children’s exploration and cultural formation. Prevailing assumptions in the Nordic countries seem to indicate that children’s free play facilitates exploration, whereas teacher-structured activities limit children’s exploration and agentic position. The aim of the article is to challenge these dichotomies through examples from Chinese and Norwegian kindergartens, and to contribute to a conceptualisation of children’s activities in the playground as exploration. The research takes a cultural-historical approach to human development as a dialectical process in which humans constantly and actively interact with their surroundings. We investigate children’s participation in the activity setting of the playground organized by kindergarten teachers in one kindergarten in China and one in Norway to examine varieties in conditions for children’s explorative activities in kindergartens. Our findings illustrate the influence of weather conditions on the activity settings. Despite major differences in climate and the institutional and societal level, kindergarten teachers’ dialogical engagement with children is crucial for children’s exploration. These findings led to an elaboration of Hedegaard’s model (2012) of child development in a personal, institutional and societal perspective by adding the perspective of climate and air quality that is central for children’s explorative activity.

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“…E. Eriksen Ødegaard and M. Hedegaard Awareness of the co-presence of both universalizing and particularizing tendencies and the inspiration to see the local in the global and the global in the local was later taken up in dialogues between Chinese and Norwegian researchers, who proposed the concept of the 'glocal' teacher (Birkeland, 2015;Ødegaard, 2018a, 2018b, 2018cTrippestad & Huang, 2015). Cases from Norway and China provided detailed insights into how culturally based values and practices are simultaneously global and local (see Chap.…”

Section: 'Glocalisation' -Revisiting the Global And The Local In Early Childhood Educationmentioning

confidence: 99%

Children’s Exploration and Cultural Formation

Hedegaard¹,

Ødegaard²

2020

International Perspectives on Early Childhood Education and Development

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Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?

Cited by 17 publications

References 18 publications

Introduction to Children’s Exploration and Cultural Formation

Introduction to Children’s Exploration and Cultural Formation

Children’s Explorative Activities in Kindergarten Playgrounds: A Case Study in China and Norway

Children’s Exploration and Cultural Formation

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