Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia

Autor/inn/en	Sumsion, Jennifer; Wong, Sandie
Titel	Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 1, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.1.28
Schlagwörter	Foreign Countries; Early Childhood Education; National Curriculum; Concept Mapping; Group Membership; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Concept Map; Gruppenzugehörigkeit; Educational policy; Bildungspolitik; Australien
Abstract	In this article, the authors interrogate the use of "belonging" in "Belonging, Being and Becoming: the Early Years Learning Framework for Australia" (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and working with the EYLF in critical and transformative ways. In order to scaffold their interrogation, the authors develop a cartography of understandings of belonging drawn from diverse disciplinary and theoretical perspectives. The cartography highlights multiple, interconnected dimensions (ways of belonging) and analytical axes (dynamics and politics of belonging). The analysis indicates direct or implicit reference in the EYLF to many dimensions of belonging, but an apparent silence about the politics of belonging. The authors argue that the silences should not be interpreted as apolitical, but rather as a strategic response to political pressures shaping the EYLF's development. (Contains 1 figure and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10