Critical Multiculturalism: Supporting Early Childhood Teachers to Work with Diverse Immigrant Families

Autor/in	Chan, Angel
Titel	Critical Multiculturalism: Supporting Early Childhood Teachers to Work with Diverse Immigrant Families
Quelle	In: International Research in Early Childhood Education, 2 (2011) 1, S.63-75 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Cultural Pluralism; Preschool Teachers; Immigrants; Early Childhood Education; Foreign Countries; Migration; Global Approach; Critical Theory; Parent Participation; English Language Learners; Young Children; Ethnic Groups; Family Relationship; Ethnic Diversity; New Zealand + Suchen Sie Ihr Suchwort? Kulturpluralismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Globales Denken; Kritische Theorie; Elternmitwirkung; Frühe Kindheit; Ethnie; Neuseeland
Abstract	As early childhood settings in many English speaking countries are becoming increasingly multi-ethnic due to global migration, this poses challenges for many early childhood teachers who work with diverse immigrant children and families. In an effort to include all families, curriculum developers and teachers often suggest and incorporate teaching strategies that are commonly considered as culturally inclusive. While these strategies may be well intended, they may be promoting and reinforcing essentialist views of immigrants and their ethnicities, and also perpetuating social inequity. This article applies theoretical perspectives and research findings from literature relating to immigrant families' parental practices and expectations to problematise some of the dominant discourses that prevail in New Zealand early childhood education. It discusses the possible application of some theoretical concepts from the domains of critical multiculturalism to assist early childhood teachers to develop better understandings of the needs of immigrant children and families, and to generate critical pedagogies that are culturally sensitive and equitable. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04