Superdiversity and Critical Multicultural Pedagogies: Working with Migrant Families

Autor/in	Chan, Angel
Titel	Superdiversity and Critical Multicultural Pedagogies: Working with Migrant Families
Quelle	In: Policy Futures in Education, 18 (2020) 5, S.560-573 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Angel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210319873773
Schlagwörter	Immigrants; Early Childhood Education; Student Diversity; Cultural Pluralism; Futures (of Society); Foreign Countries; Equal Education; Inclusion; Teaching Methods; Educational Policy; Second Language Learning; English (Second Language); Family School Relationship; Educational Philosophy; Pacific Islanders; Ethnic Groups; Parent Teacher Cooperation; Educational Change; Cultural Background; Political Influences; New Zealand + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kulturpluralismus; Future; Society; Zukunft; Ausland; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsphilosophie; Erziehungsphilosophie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungsreform; Political influence; Politischer Einfluss; Neuseeland
Abstract	International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of 'superdiversity' (Vertovec, 2007). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a 'superdiverse New Zealand' and is facing challenges emerging from 'a level of cultural complexity surpassing anything previously experienced' (Royal Society of New Zealand, 2013: 1). Furthermore, population projections (Statistics New Zealand, 2015) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whariki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country 'is increasingly multicultural' (Ministry of Education, 2017: 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01