{"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":null,"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":0.0000,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/jped-2015-0010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi
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.
期刊介绍：
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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