Postcolonial Perspectives on Early Childhood
Literacy

Viruru, Radhika

doi:10.4135/9781446247518.n2

Cited by 10 publications

(10 citation statements)

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“…Billings’ study aligns with the large body of work that has explored literacies as socially situated (e.g. Heath, 1983; Street, 1985) and critiqued the idea that certain literacies should be privileged over others (Viruru, 2013).…”

Section: Part Two: Book-gifting – An Extended Examplementioning

confidence: 66%

“…Billings' study aligns with the large body of work that has explored literacies as socially situated (e.g. Heath, 1983;Street, 1985) and critiqued the idea that certain literacies should be privileged over others (Viruru, 2013). Singh et al (2015) attempted to address this imbalance directly in a US study of an intergenerational family literacy programme that incorporated book-gifting.…”

Section: (F) Book As Visitormentioning

confidence: 93%

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Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention

Burnett

2016

Journal of Early Childhood Literacy

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At a time of increasing calls from policy makers for the use of 'hard evidence' in driving decision-making at national and local levels in educational contexts, this article contributes to debates about evidence-based practice in early literacy research. It proposes that a reliance on studies designed to generate 'hard' evidence limits understanding about innovations and interventions, arguing that such reliance is not just problematic because interventions and innovations are interpreted differently in diverse sites, or because programmes need to be locally relevant, but because they are constituted differently through different evaluation studies. The article draws on Law's notion of 'method assemblage' to consider how different studies produce different assemblages that have implications for how innovations are conceived. These ideas are exemplified using studies scrutinised through a systematic literature review of one kind of literacy intervention, early years book-gifting, which aims to promote book-sharing in the home. The discussion focuses specifically on how books as mediating objects are instantiated in various ways through different studies, with different implications for how book-sharing, book-gifting and, ultimately, reading are understood. When considered together, these studies construct book-gifting in multiple ways, problematising and complicating the causal relations assumed in methodologies driving for 'hard' evidence. Drawing on the book-gifting example, this article explores what might be gained by embracing 'multiplicities', the multiple ways in which things -such as objects, activities, principles and indeed literacy interventions -are constituted through method assemblage.It argues that literacy evaluations can best serve children and their families, and the organisations, agencies and groups working alongside them, by seeking fluid, open and 'generous' accounts of innovations and interventions. Such accounts, it is argued, are more likely to acknowledge the complex relationships and practices associated with early literacy and to generate new understandings and productive possibilities for early literacy learning.

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Section: Part Two: Book-gifting – An Extended Examplementioning

confidence: 66%

Section: (F) Book As Visitormentioning

confidence: 93%

Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention

Burnett

2016

Journal of Early Childhood Literacy

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“…In the first weeks of class, students also learn about neoliberal colonialism from global south scholars like Said (1978), Takaki (1993), and Viruru (2012). Finally, we watch the film Rabbit Proof Fence (Noyce et al, 2002), a poignant story about the colonial/imperialistic injustices that have occurred (and continue to occur) for Aboriginal peoples in Australia.…”

Section: Decolonizing Neoliberal Bilingual and Early Childhood Teachementioning

confidence: 99%

Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism

Saavedra

Pérez

2018

Policy Futures in Education

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Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest reiteration, neoliberalism, have produced hegemonic discourses which have shaped the education of teachers in the fields of bilingual and early childhood education. We then share our pláticas about our global south approaches to teacher education. In doing so, we offer ways in which to make sense of our role as teacher educators in challenging and navigating dynamic, and often all-encompassing neoliberal systems of oppression within bilingual and early childhood teacher/education.

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“…As such, lab schools have been designed based on child development missions and conceptual frameworks that guide each of the classroom’s curricula within the school, experiential learning for students, and the research conducted. For some time, critical scholarship has problematized the use and pervasiveness of developmental perspectives in early childhood education and care, as they have universalized constructions of childhood, marginalized and stigmatized minoritized children and families, limited more organic approaches to pedagogy, and elevated and prioritized post-positivist research with young children, families, and educators (Burman, 1994; Soto, 2001; Swadener and Lubeck, 1995; Viruru, 2001).…”

Section: Introductionmentioning

confidence: 99%

Myrna’s Children’s Village: Reflections on a dynamic early childhood laboratory school community in southern New Mexico

Pérez

Kim

Cahill

2018

Contemporary Issues in Early Childhood

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In this article, the authors reflect on Myrna’s Children’s Village, their university laboratory school located in southern New Mexico in the USA. The Village serves children from the age of six weeks to five years through an array of early childhood programs. This diversity provides a unique context, while also posing issues and concerns, such as lack of collaboration across programs, and also how the authors’ critically framed teacher education program is in many ways disconnected from the developmental philosophies that guide most of the Village’s programs. Based on their discussions as faculty of early childhood who work with the Children’s Village, the authors offer their thoughts and insights about how the Village came to be, its purposes, and who they are as faculty in relation to the Village. The authors then offer possible new directions for the Children’s Village in which greater collaboration across programs is fostered along with stronger faculty engagement. The purpose of sharing these reflections is to encourage a shift in how, as a field, university laboratory schools are conceptualized and how collaboration might be enhanced within dynamic early childhood contexts.

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Postcolonial Perspectives on Early Childhood Literacy

Cited by 10 publications

References 0 publications

Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention

Acknowledging and interrogating multiplicities: Towards a generous approach in evaluations of early literacy innovation and intervention

Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism

Myrna’s Children’s Village: Reflections on a dynamic early childhood laboratory school community in southern New Mexico

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