Rights, Inclusion and Citizenship: A Good News Story about Learning in the Early Years

Autor/inn/en	McAnelly, Kate; Gaffney, Michael
Titel	Rights, Inclusion and Citizenship: A Good News Story about Learning in the Early Years
Quelle	In: International Journal of Inclusive Education, 23 (2019) 10, S.1081-1094 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McAnelly, Kate) ORCID (Gaffney, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629123
Schlagwörter	Foreign Countries; Childrens Rights; Inclusion; Early Childhood Education; Students with Disabilities; Young Children; Kindergarten; Citizenship; Reggio Emilia Approach; Curriculum; New Zealand + Suchen Sie Ihr Suchwort? Ausland; 'Children''s rights'; Kindesrecht; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Frühe Kindheit; Staatsbürgerschaft; Reggio-Pädagogik; Curricula; Lehrplan; Rahmenplan; Neuseeland
Abstract	Including all children is something many education settings aspire to, yet the outcome of children realising their right to an inclusive education remains elusive for far too many. In this article we present the narrative of an inclusive early childhood education setting. The first author undertook an ethnographic study of the experiences of an disabled child in a kindergarten1 in Aotearoa New Zealand as part of her Master of Education degree. This was done with the express intention of relaying a narrative of active participation, inclusion and citizenship experienced by that child and their family within that community. The collective narrative that emerged highlights what is possible for the meaningful inclusion of disabled children, not just in New Zealand but internationally, when communities act with inclusive intent. In this article we identify the themes of learner identity, adopting a pedagogy for participation, establishing a culture of belonging and contribution, and lastly, using the environment as the third teacher, which emerged after analysing interviews with some of the participants. Together these themes combine to provide an evaluative framework to review inclusive curriculum and performance in early childhood settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01