11,593 research outputs found
Childrenâs rights and early years provision in India
The term âparticipationâ is vague, and itâs meaning has been increasingly contested in early years education. This chapter analyses childrenâs everyday experiences in a formal preschool setting in India, and offers a series of reflections on what such experiences mean for the concept of childrenâs rights. Considering pedagogy as a contested terrain where different world-views, perspectives and power positions intersect, this chapter examines the power inherent in everyday interactions between children and teachers, and suggests that participation is an ongoing negotiated process. Whether childrenâs rights to participate in early years provision are realised, depends on how they are positioned in everyday contexts. My research demonstrates the active agency of young children, suggests that young children have the ability to contribute to everyday pedagogy and practice, and that their participation is meaningful if it is rooted in their everyday lives. Children should be recognised as active players who can learn things in many ways and acquire knowledge through their embodied experiences
Womenâs leadership as narrative practice: identifying âtent makingâ, âdancingâ and âorchestratingâ in UK Early Years Services
Purpose â The paper discusses the ânarrative practicesâ utilised by women leading in a small sample of Early Years services in the North East of England. These Early Years settings are presented as an alternative site for studying women's experiences of leadership. It examines the way in which these women use narrative strategies and approaches to work in collaborative, community based services for young children and their families.
Design/methodology/approach â The study is drawn from a larger study into narratives of professional identity and their relation to interactional contexts. The study follows an interpretive paradigm, and used narrative and participative methodology and methods to work with a small number of participants purposively sampled from cohorts of the National Professional Qualification in Integrated Centre Leadership (NPQICL). Participants were involved in reflective conversations about their leadership supported by interactive, visual methods in five extended sessions over the course of twelve months. Data from the larger study which related to the theme of ânarrative practicesâ was subsequently coded and interpreted to inform this study.
Findings â Data coded as ânarrative practicesâ led to the establishment of three high level categories of narrative practice found in the study. These are summarised in the metaphors of âtent makingâ (creating and using symbolic and narrative space with others), âskilled dancingâ (improvising, and remembering with others) and âorchestrationâ (reflexive attuning). Data suggests that women involved in the study drew on their experience and values to develop sophisticated narrative practices that were particularly adaptive, ethically sensitive and sustainable â often in spite of âofficialâ masculine leadership cultures.
Research limitations/implications â This specific study only draws on narrative accounts of three women leaders in Early Years services and as such is not intended to generate generalizable theory. The intention of the study is to conceptualise women's leadership as narrative practice, and in so doing to direct further study into these practices as aspects of effective leadership.
Practical implications â The study develops new ways of conceptualising and interpreting women's leadership practices and opens up opportunities for further study in this field. Access to this material also provides individuals (including women leading in UK Early Years services) and opportunity for reflection on their own leadership practice.
Originality/value â This study is unique in using a form of highly participative, reflective methodology to consider women's use of narrative in leadership interactions in the UK Early Years sector. The study is the first in this sector to look at this specific topic using aspects of Ricoeur's (1984) narrative hermeneutics and in so doing generates new questions about women's narrative practices
Children's Literature, Child Engineering And The Search For An Ennobling Gender Paradigm
A ZJER article on children' s literature and child engineering.The article is an exegesis of selected works of Zimbabwean childrenâs literature in English. It discusses these works with a view to unravel perspectives on gender and child engineering. The conceptual and epistemological thrust in these works underlines the fact that they largely derive inspiration from and are coterminous with childrenâs oral narratives and games in which neither maleness nor femaleness is a handicap. This makes them an ideal sociological discourse and pedagogical resource in advancing knowledge on gender. Consequently, the article marshalls the contention that, though a neglected genre in Zimbabwean critical scholarship, written childrenâs literature is a befitting discursive instrument for the advancement of an ennobling gender consciousness and paradigm. It deconstructs the socially constructed identities of women as those who are permanently vulnerable and neurotically lacking the impetus to struggle and triumph. It conspicuously achieves this by depicting and locating girl children and mothers at the center of the struggle to transform weakness and vulnerability into strength. Thus, this kind of a curriculum on gender makes childrenâs literature critical in the investment of gender in nation building processes
Toward a Culturally Inclusive Canon of Multimodal Picture Books: Developing Multiliteracies Practices and Assessments for Ontarioâs Classrooms
Multimodal picture books are a critical component of childrenâs literacy development, and in a multicultural province such as Ontario, it is vital that literacy development include cultural literacy. The demographics of the provinceâs classrooms are increasingly diverse; however, minoritized cultures are underrepresented among teachers, and there are sparse training mandates related to cultural inclusion. Thus, Ontarioâs culturally diverse student body is encountering a number of barriers related to gender, ethnicity, perceived race, sexual identity, ability, class, and other social markers. To provide teachers with the tools needed to support their students, the current study utilizes a theoretical framework derived from anti-oppressive practices to identify where students encounter barriers. The work examines the strengths and limitations of the traditional canon of childrenâs multimodal picture books and explores the ways in which more inclusive works can support a culturally inclusive learning environment. Based on this, a culturally responsive selection process is outlined. The study employs a multiliteracies framework to propose classroom activities and assessment models that promote and assess literacy development. Transformative teaching approaches are also recommended to help teachers broaden their understanding of culture. Additionally, recommendations are made regarding mandated cultural training for pre-service and in-service teachers, as well as curriculum reform
Contextualising Teaching and Learning in Rural Primary Schools: Using Agricultural Experience - Volume 1
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The Faculty Notebook, September 2003
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost
Annual Report Of Research and Creative Productions, January to December, 2010
2010 Annual Report of Research and Creative Productions, Morehead State University, Division of Academic Affairs, Research and Creative Productions Committee
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