Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

Autor/inn/en	Chan, Angel; Ritchie, Jenny
Titel	Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education
Quelle	In: Contemporary Issues in Early Childhood, 17 (2016) 3, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949116660954
Schlagwörter	Foreign Countries; Early Childhood Education; Parents; Parent Participation; Partnerships in Education; Parent Teacher Cooperation; Ethnic Diversity; Cultural Differences; Research Projects; Malayo Polynesian Languages; Chinese; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eltern; Elternmitwirkung; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kultureller Unterschied; Forschungsvorhaben; China; Chinesen; Neuseeland
Abstract	This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of "partnership," and then employ illustrative data from several research projects regarding the inclusion of Maori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers' professional responsibility is particularly important in the current era of increasing superdiversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01