Religiously Diverse Multicultural Literature for Early Childhood

Bennett, Susan V.; Gunn, AnnMarie Alberton; Beynen, Kaya Van; Morton, Mary Lou

doi:10.1007/s10643-021-01180-7

Cited by 13 publications

(9 citation statements)

References 29 publications

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“…The updating of the EYLF (Department of Education, 2022) should embrace the urgent need and opportunity to focus on cultural responsiveness in education and care, as described in the literature review accompanying the update (Barblett et al, 2021). Included in this is 'a genuine commitment to embedding Aboriginal and Torres Strait Islander perspectives in all aspects of service provision' (Barblett et al, 2021: 63).…”

Section: Discussionmentioning

confidence: 99%

“…Evidence shows that, in programs with a strong focus on culturally responsive pedagogy, children's language, culture, cultural knowledge and life experiences are welcomed and incorporated into rich teaching and learning environments with benefits for all children (Adam, 2021;Miller and Petriwskyj, 2013;Morrison et al, 2019;Zilliacus et al, 2017). Such approaches create culturally safe spaces and build cultural responsiveness (Barblett et al, 2021).…”

Section: Updating the Eylfmentioning

confidence: 99%

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(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing

Adam

Barblett

Kirk

et al. 2023

Contemporary Issues in Early Childhood

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Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators’ beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework’s diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and transformative justice, educators’ pedagogical practices were likely to legitimise existing racist structures. The findings are discussed in relation to 20 recommendations published by a consortium of experts in the updating of the Early Years Learning Framework. The implementation of the updated Early Years Learning Framework must act on questions of justice for whom and according to whom. To move to ideologies, methodologies and pedagogies of potentiality, it is necessary to interrogate and reject oppressive and harmful practices, inaccurate and insensitive portrayals, and pedagogies damaging to Black, Indigenous, and other communities of Color which this study shows have beenevident in the EYLF to date.

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Section: Discussionmentioning

confidence: 99%

Section: Updating the Eylfmentioning

confidence: 99%

(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing

Adam

Barblett

Kirk

et al. 2023

Contemporary Issues in Early Childhood

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“…Meanwhile, at school, teachers can be examples for children in understanding the concept of multiculturalism and how to act according to character values. To successfully reach the stage, the teacher education program should use literature to facilitate the students' conversations and understandings of how their beliefs, biases, and prejudice impact teaching [58]. Preparing preservice teachers to develop into culturally responsive teachers also positively impacts their skills in teaching diverse students with multicultural literature as a tool [59], [60].…”

Section: Discussionmentioning

confidence: 99%

Multicultural Literature for Building Children’s Character

Cahyaningtyas¹

2022

Proceedings of the First International Conference on Democracy and Social Transformation, ICON-DEMOST 2021, September 15, 2021,

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This paper aims to define the advantages of multicultural literature for building Indonesian children's character. The method is library research, and the data was collected by analyzing journal articles, books, and other scientific sources. The discussion focused on the benefits of multicultural literature in helping parents and teachers teach about five character values: religious attitude, integrity, nationalism, mutual cooperation (gotong royong), and independence. Cap Go Meh, folklore Putri Bidara Putih, Upin Ipin, Battle of Surabaya, and short stories created by the Indonesian Ministry of Education and Culture such as Wisata Kuliner Bersama Nenek, Tiga Pahlawan Tanpa Tanda Jasa, and Dito dan Kisah-Kisah Teladan are some of the Indonesian multicultural stories that will be a good media in teaching and integrating character education values. Hence, parents and teachers should maximize the use of multicultural stories since it is proven to build children's character.

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“…The education system in the Islamic boarding school focuses students on religious characteristics, which in turn shape their religious character. The Islamic boarding school education system has the aim of leading to the formation of lead character for students; students are directed to become priests in prayer, meaning that students become worship leaders (Asghar, 2013;Bennett et al, 2021;Borchgrevink, 2013). The results of another study stated that Islamic education in senior high schools had character education that was more centred on integrity through the education system as a more mature preparation in preparing graduates (e.g., Crellin, 1981;Formen & Nuttall, 2014;Demirel Ucan & Wright, 2019;Rusli & Nurdin, 2021).…”

Section: Discussionmentioning

confidence: 99%

Can the tahfidzul-qur’an education system (T-QES) create leadership with integrity? NVivo 12 analysis

Rasyid

Nurdin²,

Suryana³

et al. 2022

CJES

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One aspect that must be owned by a leader is integrity. Considering that currently, the Islamic-based education system is very popular in Indonesia, the purpose of this study is to identify the Tahfidzul Qur'an Education System (T-QES) in creating leaders with integrity. The quasi-qualitative research was conducted in two Islamic boarding schools in Bandung. The participants used is 20 participants consisting of 2 principals, 6 deputy principals, 7 mudaris (teachers), 1 expert and 4 santri (students in Islamic boarding schools) during the 2019–2021 school year. The instrument used is an open interview instrument. Meanwhile, data analysis was carried out with percentages and mapped with the help of the NVivo 12 software. The results show that the T-QES plays an important role in creating leaders with integrity. Thus, the T-QES can be one of the recommendations that can be used in an education system. Keywords: Education; Tahfidzul Qur'an Education System (T-QES); Leaders with Integrity; NVivo 12

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Religiously Diverse Multicultural Literature for Early Childhood

Cited by 13 publications

References 29 publications

(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing

(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing

Multicultural Literature for Building Children’s Character

Can the tahfidzul-qur’an education system (T-QES) create leadership with integrity? NVivo 12 analysis

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