Whole School Initiative: Has Inclusive Education Gone Astray?

Autor/inn/en	Agbenyega, Joseph; Klibthong, Sunanta
Titel	Whole School Initiative: Has Inclusive Education Gone Astray?
Quelle	In: International Journal of Whole Schooling, 9 (2013) 1, S.3-22 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Refugees; Foreign Countries; Social Theories; Inclusion; Holistic Approach; Early Childhood Education; Family School Relationship; Identification (Psychology); Equal Education; Preschool Teachers; Democratic Values; Role of Education; Interviews; Parent Attitudes; Social Attitudes; Educational Environment; Racial Bias; At Risk Students; Africa; Australia; Sudan + Suchen Sie Ihr Suchwort? Flüchtling; Ausland; Gesellschaftstheorie; Inklusion; Holistischer Ansatz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsauftrag; Interviewing; Interviewtechnik; Elternverhalten; Social attidude; Soziale Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Racial discrimination; Rassismus; Afrika; Australien
Abstract	Drawing on the social theory concepts of Bourdieu (Field, Capital and Habitus) we explored and gained insights into the perspectives of sub-Saharan African refugee families and preschool educators regarding inclusive education of young children in the South Eastern suburbs of Melbourne, Australia. The study is informed by two curriculum frameworks: The Australian Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework [(VEYLDF) (0-8 years)]. These documents support a whole school approach to early childhood inclusive education and professional relationship with families to achieve common outcomes for all children in Australia. The findings point to marginalized identities which are induced by capital, field and habitus differentials, and have resulted in putting astray the achievement of successful early childhood inclusive education for the children of these families. We concluded with a call for teacher educators to engage preservice educators in what Freire called an "epistemological curiosity" to help them reconstruct their profession to facilitate the empowerment and development of all children and their families. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10