Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Autor/inn/en	Yang, Weipeng; Li, Hui
Titel	Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore
Quelle	In: ECNU Review of Education, 5 (2022) 2, S.299-327 (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Yang, Weipeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311221092036
Schlagwörter	Cross Cultural Studies; Foreign Countries; Preschool Curriculum; Educational Change; Educational Policy; Global Approach; School Districts; Ideology; Constructivism (Learning); Teaching Methods; Indigenous Knowledge; Western Civilization; Asian Culture; Culturally Relevant Education; Developmentally Appropriate Practices; Policy Formation; Early Childhood Education; Research Reports; China; Singapore + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Ausland; Bildungsreform; Politics of education; Bildungspolitik; Globales Denken; School district; Schulbezirk; Ideologie; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Politische Betätigung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Research report; Forschungsbericht; Singapur
Abstract	Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework--formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01