Abstract This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.
{"title":"What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections","authors":"Louise Derman-Sparks","doi":"10.1515/jped-2016-0006","DOIUrl":"https://doi.org/10.1515/jped-2016-0006","url":null,"abstract":"Abstract This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81738922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
{"title":"New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi","authors":"M. Tesar","doi":"10.1515/jped-2015-0010","DOIUrl":"https://doi.org/10.1515/jped-2015-0010","url":null,"abstract":"Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76911588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.
{"title":"Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand","authors":"A. Gibbons","doi":"10.1515/jped-2015-0015","DOIUrl":"https://doi.org/10.1515/jped-2015-0015","url":null,"abstract":"Abstract The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73807149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.
新西兰早期儿童课程Te Whāriki (Ministry of Education [MoE]，1996)经常被誉为社区启发课程，因其合作发展、解放精神和双文化方法而受到国内外的赞誉。社区最好的形式是协作、协商、民主、反应迅速和包容。但社区和合作也可能意味着排斥、疏远和损失。本文将《Whāriki》作为一份有争议的政治文件。它在社区、合作和控制的政治中探索了这一广受好评的幼儿课程。这篇论文的方向是呼吁将课程重新理解为自由的实践，提出如何以民主和道德的方式处理差异和复杂性的问题。本文的结论是，尽管官方课程不可避免地涉及控制，但在实施这种控制的方式上存在着天壤之别。真正的课程存在于教师和孩子们一起工作的地方——在日常的微观实践中，影响被感受到，自由被发挥出来。
{"title":"New Zealand early childhood curriculum: The politics of collaboration","authors":"S. Farquhar","doi":"10.1515/jped-2015-0013","DOIUrl":"https://doi.org/10.1515/jped-2015-0013","url":null,"abstract":"Abstract The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90817722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.
{"title":"Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?","authors":"A. Gunn","doi":"10.1515/JPED-2015-0016","DOIUrl":"https://doi.org/10.1515/JPED-2015-0016","url":null,"abstract":"Abstract This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89953822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
摘要:本文通过对两个艺术启发的想象案例的探索，考察了新西兰奥特罗阿地区的幼儿国家课程Te Whāriki作为一个动态的社会、文化文件的特殊性。think with the Whāriki保留了激发对艺术、教育学和教师教育实践的后发展思考的潜力。它提供了一些例子，说明如何创造空间，让艺术作为一种教学法，作为变革的催化剂，艺术提供了一种动态的方式，让我们了解和存在于我们所居住的不同的生活世界。虽然在教育中思考和实践艺术的新范式继续推动以儿童为中心的发展和个人反应的教学方法的界限，但强调多种素养往往成为阻碍。这就限制了将其他更复杂的教学方法和艺术作为学科内容知识的机会，而这对于开发丰富的课程框架至关重要。这篇文章借鉴了一些研究，强调了教师教育在打开思考空间方面的重要性，即教育中的艺术史不仅仅是一种交流/语言工具。它考虑了一种包容和广泛的知识建设社区方法，重视艺术，艺术家和其他人为我们所处的21世纪早期学习环境所做的贡献。
{"title":"Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand","authors":"J. Craw","doi":"10.1515/jped-2015-0018","DOIUrl":"https://doi.org/10.1515/jped-2015-0018","url":null,"abstract":"Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87977207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.
{"title":"Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process","authors":"S. Arndt","doi":"10.1515/jped-2015-0017","DOIUrl":"https://doi.org/10.1515/jped-2015-0017","url":null,"abstract":"Abstract Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85610899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
{"title":"Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation","authors":"Helen May","doi":"10.1515/jped-2015-0011","DOIUrl":"https://doi.org/10.1515/jped-2015-0011","url":null,"abstract":"Abstract The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72629156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
{"title":"Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings","authors":"S. Arndt, M. Tesar","doi":"10.1515/jped-2015-0014","DOIUrl":"https://doi.org/10.1515/jped-2015-0014","url":null,"abstract":"Abstract This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80912208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.
{"title":"Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective","authors":"J. Ritchie","doi":"10.1515/jped-2015-0012","DOIUrl":"https://doi.org/10.1515/jped-2015-0012","url":null,"abstract":"Abstract Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89876741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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