Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China

Autor/inn/en	Brooks, Clare; Kitto, Eleanor
Titel	Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1935495
Schlagwörter	Folk Culture; Early Childhood Education; Kindergarten; Teaching Methods; Educational Development; Barriers; Cultural Differences; School Visitation; Educational Change; Foreign Countries; Child Care; Teacher Education Programs; Parent Attitudes; Expectation; Teacher Effectiveness; Social Systems; Educational Quality; Preschool Teachers; Faculty Development; China + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Kultureller Unterschied; Bildungsreform; Ausland; Kinderfürsorge; Kinderbetreuung; Elternverhalten; Expectancy; Erwartung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Social system; Soziales System; Quality of education; Bildungsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Reform initiatives are common throughout the Chinese early years education sector. This paper proposes a conceptual framework of a folk pedagogy of change as a perspective on the systemic barriers to the development of practice which foregrounds some of the tensions within and across these barriers. Our analysis is based on three commissioned literature reviews and site visits with practitioners and parents to Chinese Kindergarten and early years settings. The use of situated learning theory as a perspective for analysing interconnected and interdependent organisations is offered as a way of extending our understanding of educational change. This enables a move beyond a simplistic and essentialist notion of culture which locates implementation problems at the incompatibility of varied cultural perspectives. A folk pedagogy of change can help to understand why a range of educational contexts might be resistant to externally generated ideas for educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01