Co-Constructing Culturally Sustaining Practices for Fostering Young Children's Literacy in Fiji

Autor/inn/en	Harris, Pauline; Brock, Cynthia H.; McInnes, Elspeth; Diamond, Alexandra; Neill, Bec; Carter, Jenni; Giannakis, Eleni
Titel	Co-Constructing Culturally Sustaining Practices for Fostering Young Children's Literacy in Fiji
Quelle	In: Journal of Research in Childhood Education, 34 (2020) 1, S.127-152 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Pauline) ORCID (Brock, Cynthia H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1692105
Schlagwörter	Literacy Education; Preschool Education; Cultural Maintenance; Native Language; English (Second Language); Second Language Learning; Ethics; Caring; Participatory Research; Action Research; Foreign Countries; Teaching Methods; Learning Processes; Race; Cross Cultural Studies; Second Language Instruction; Culturally Relevant Education; Fiji + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethik; Care; Pflege; Sorge; Betreuung; Forschungstätigkeit; Projektforschung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Rasse; Abstammung; Cultural comparison; Kulturvergleich; Fremdsprachenunterricht; Fidschi
Abstract	This article reports a three-year, cross-cultural study on co-constructing culturally sustaining pedagogic (CSP) practices with children and their families and communities, to foster children's literacy in their home languages and English in Fiji's settings. As we argue in this article, dialogue is a vital part of CSP -- specifically, authentic dialogic encounters defined as educative encounters with people in and about their worlds, occurring in relational contexts infused with an ethics of care and commitment. The study was framed as critical participatory action research. We present key findings focusing on: ensuring contextual relevance and responsiveness of pedagogic practices, co-constructing CSP practices with children and their families and communities, and documenting children's learning and engagement through culturally inclusive means. We close with discussion about how authentic dialogic encounters served to move toward four tenets of CSP: (1) outcomes must be pluralist, (2) avoid essentializing culture and race, (3) focus on traditional languages and cultures in dynamic ways, and (4) take an inward gaze. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01