Interrogating Social Justice in Early Years Education: How Effectively Do Contemporary Policies and Practices Create Equitable Learning Environments for Indigenous Australian Children?

Autor/in	Herbert, Jeannie
Titel	Interrogating Social Justice in Early Years Education: How Effectively Do Contemporary Policies and Practices Create Equitable Learning Environments for Indigenous Australian Children?
Quelle	In: Contemporary Issues in Early Childhood, 14 (2013) 4, S.300-310 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2013.14.4.300
Schlagwörter	Foreign Countries; Social Justice; Indigenous Populations; Minority Group Students; Equal Education; Early Childhood Education; Educational Policy; Educational History; Social Influences; Power Structure; Social Bias; Cultural Differences; Student Diversity; Australia + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Sinti und Roma; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Sozialer Einfluss; Kultureller Unterschied; Australien
Abstract	This article examines some of the contemporary policies and practices in Australian early years education to provide an insight into why social justice is such a critical element in preparing Australia's Indigenous children to engage in learning experiences in ways that will enable them to establish sound foundations for their future learning journeys. In order to understand why social justice and equity are central to delivering quality early years education to Indigenous children, it is vital that the modern educator has some knowledge of educational history, in particular the role of education in promoting and maintaining the status quo, thus ensuring the continuing dominance of those who occupied positions of power. Viewing the expectations of contemporary early years education against the backdrop of past realities serves to highlight the way in which education sets the scene for the cultural destruction and dispossession that has, in too many parts of the world, been the long-term outcome of education for Indigenous peoples. Examining the themes and forms of discourse that have informed the theorising and practice underpinning the development of concepts around social justice demonstrates the importance of addressing diversity in early years education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10