How Neocolonialism and Globalization Affect the Early Childhood Workforce in Nepal and Kenya

Autor/inn/en	Nganga, Lydiah; Madrid Akpovo, Samara; Thapa, Sapna; Mwangi, Agnes Muthoni
Titel	How Neocolonialism and Globalization Affect the Early Childhood Workforce in Nepal and Kenya
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 2, S.111-125 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nganga, Lydiah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120929471
Schlagwörter	Foreign Policy; Ethnography; Global Approach; Resilience (Psychology); Cross Cultural Studies; Researchers; Gender Differences; Foreign Countries; Preschool Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Educational Quality; Standards; Coping; Females; Native Language; Alienation; Early Childhood Education; Western Civilization; Professionalism; Language Usage; Socioeconomic Status; Sex Role; Nepal; Kenya + Suchen Sie Ihr Suchwort? Außenpolitik; Ethnografie; Globales Denken; Cultural comparison; Kulturvergleich; Researcher; Forscher; Geschlechterkonflikt; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Quality of education; Bildungsqualität; Standard; Bewältigung; Weibliches Geschlecht; Entfremdung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Professionalität; Sprachgebrauch; Socio-economic status; Sozioökonomischer Status; Geschlechterrolle; Kenia
Abstract	Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers--two who conduct research in Nepal and two who conduct research in Kenya--explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as "women's work," resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women's work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01