Promoting Equity in an Early Years Context: The Role of Participatory Educational Teams

Autor/inn/en	Formosinho, João; Figueiredo, Irene
Titel	Promoting Equity in an Early Years Context: The Role of Participatory Educational Teams
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 3, S.397-411 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.912902
Schlagwörter	Early Childhood Education; Social Justice; Equal Education; Minority Group Children; Low Income Groups; Educational Quality; Participative Decision Making; Cooperation; Teamwork; Governance; Educational Administration; Teacher Collaboration; Foreign Countries; Preschool Teachers; Case Studies; Observation; Ethnography; Photography; Semi Structured Interviews; Content Analysis; Teacher Role; Paraprofessional School Personnel; Portugal + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Co-operation; Kooperation; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerkooperation; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Beobachtung; Ethnografie; Fotografie; Inhaltsanalyse; Lehrerrolle
Abstract	This article presents an alternative participatory pedagogy in Early Years as a contribution to the promotion of equity and social justice for children, particularly those from ethnic minorities and low income families, enhancing their chances of educational success. The development of mass education was implemented in many countries by centralised educational systems through curricular uniformity that assumed cultural homogeneity. The increase of cultural diversity in current societies and schools make this bureaucratic assumption grossly inadequate for educating children in a school for all. To counteract this strategy, the Childhood Association, supported by the Aga Khan Foundation, has been developing a participatory pedagogy in Early Years alternative contexts, entitled "Pedagogy-in-Participation". This article presents the development of participatory professional teams within this pedagogical perspective as a means to promoting equity and social justice. The initiative requires substantial investment in building up the capacity of the entire workforce to work with all type of diversities, including ethnic and socioeconomic diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10