東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Democratic policies and practices in...

Mitchell, Linda.

Linked to FindBook

Google Book

Amazon

博客來

Democratic policies and practices in early childhood education = an Atearoa New Zealand case study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Democratic policies and practices in early childhood education/ by Linda Mitchell.
Reminder of title:	an Atearoa New Zealand case study /
Author:	Mitchell, Linda.
Published:	Singapore :Springer Singapore : : 2019.,
Description:	ix, 176 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Introduction -- 2 Aotearoa New Zealand within global trends in ECEC policy -- 3 Traditions of democracy in education -- 4 Weaving a curriculum -- 5 Assessment and pedagogical documentation -- 6 Influencing policy change through collective action -- 7 Policy frameworks and democratic participation -- 8 Conclusion.
Contained By:	Springer eBooks
Subject:	Early childhood education - New Zealand. -
Online resource:	https://doi.org/10.1007/978-981-13-1793-4
ISBN:	9789811317934

Democratic policies and practices in early childhood education = an Atearoa New Zealand case study /
Mitchell, Linda.

Democratic policies and practices in early childhood educationan Atearoa New Zealand case study /[electronic resource] :by Linda Mitchell. - Singapore :Springer Singapore :2019. - ix, 176 p. :ill., digital ;24 cm. - International perspectives on early childhood education and development,v.242468-8746 ;. - International perspectives on early childhood education and development ;v.24..

1 Introduction -- 2 Aotearoa New Zealand within global trends in ECEC policy -- 3 Traditions of democracy in education -- 4 Weaving a curriculum -- 5 Assessment and pedagogical documentation -- 6 Influencing policy change through collective action -- 7 Policy frameworks and democratic participation -- 8 Conclusion.

This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice. Addressing fundamental questions about the purpose of education, it argues for explicit values focusing on children and childhood as a basis for ECEC policy to replace discourses of economic investment and child vulnerability that are dominant within policy goals in many countries. A commitment to democracy and equity is a good place to start. Aotearoa New Zealand is of special interest because of its world-renowned ECE curriculum, Te Whariki, which is based on principles of social justice, respect for rights and an aim to support children growing up in a democracy. The curriculum upholds Maori rights to tino rangatiratanga (absolute authority over their lives and resources) Yet, Aotearoa New Zealand's extreme market policies and harsh labour laws during recent periods run contrary to ideals of democracy and are puzzlingly inconsistent with curriculum principles. The book starts with an analysis and critique of global trends in ECEC in countries that share capitalist mixed economies of welfare, and where competition and marketisation have become dominant principles. It then analyses ideas about children, childhood and ECEC within a framework of democracy, going back to the Athenean origins of democracy and including recent literature on meanings and traditions of democracy in education. The book uses vivid examples from researching curriculum, pedagogy and assessment practices within Aotearoa New Zealand ECEC settings and collective action to influence policy change in order to illustrate opportunities for democratic education. It concludes by examining what conditions might be needed for integrated and democratic ECEC provision in Aotearoa New Zealand, and what changes are necessary for the future. It offers a compass not a map; it points to promising directions and provides insights into issues in ECEC policy and practice that are of current global concern.

ISBN: 9789811317934

Standard No.: 10.1007/978-981-13-1793-4doiSubjects--Topical Terms:

2024423
Early childhood education
--New Zealand.

LC Class. No.: LB1139.3.N45 / M583 2019

Dewey Class. No.: 372.210993

Democratic policies and practices in early childhood education = an Atearoa New Zealand case study /
LDR:03527nmm a2200337 a 4500 001 2177520
003 DE-He213
005 20190530090754.0
006 m d
007 cr nn 008maaau
008 191122s2019 si s 0 eng d
020 $a 9789811317934 $q (electronic bk.)
020 $a 9789811317910 $q (paper)
024 7 $a 10.1007/978-981-13-1793-4 $2 doi
035 $a 978-981-13-1793-4
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1139.3.N45 $b M583 2019
072 7 $a JNLA $2 bicssc
072 7 $a EDU023000 $2 bisacsh
072 7 $a JNLA $2 thema
082 0 4 $a 372.210993 $2 23
090 $a LB1139.3.N45 $b M681 2019
100 1 $a Mitchell, Linda. $3 3380729
245 1 0 $a Democratic policies and practices in early childhood education $h [electronic resource] : $b an Atearoa New Zealand case study / $c by Linda Mitchell.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2019.
300 $a ix, 176 p. : $b ill., digital ; $c 24 cm.
490 1 $a International perspectives on early childhood education and development, $x 2468-8746 ; $v v.24
505 0 $a 1 Introduction -- 2 Aotearoa New Zealand within global trends in ECEC policy -- 3 Traditions of democracy in education -- 4 Weaving a curriculum -- 5 Assessment and pedagogical documentation -- 6 Influencing policy change through collective action -- 7 Policy frameworks and democratic participation -- 8 Conclusion.
520 $a This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice. Addressing fundamental questions about the purpose of education, it argues for explicit values focusing on children and childhood as a basis for ECEC policy to replace discourses of economic investment and child vulnerability that are dominant within policy goals in many countries. A commitment to democracy and equity is a good place to start. Aotearoa New Zealand is of special interest because of its world-renowned ECE curriculum, Te Whariki, which is based on principles of social justice, respect for rights and an aim to support children growing up in a democracy. The curriculum upholds Maori rights to tino rangatiratanga (absolute authority over their lives and resources) Yet, Aotearoa New Zealand's extreme market policies and harsh labour laws during recent periods run contrary to ideals of democracy and are puzzlingly inconsistent with curriculum principles. The book starts with an analysis and critique of global trends in ECEC in countries that share capitalist mixed economies of welfare, and where competition and marketisation have become dominant principles. It then analyses ideas about children, childhood and ECEC within a framework of democracy, going back to the Athenean origins of democracy and including recent literature on meanings and traditions of democracy in education. The book uses vivid examples from researching curriculum, pedagogy and assessment practices within Aotearoa New Zealand ECEC settings and collective action to influence policy change in order to illustrate opportunities for democratic education. It concludes by examining what conditions might be needed for integrated and democratic ECEC provision in Aotearoa New Zealand, and what changes are necessary for the future. It offers a compass not a map; it points to promising directions and provides insights into issues in ECEC policy and practice that are of current global concern.
650 0 $a Early childhood education $z New Zealand. $3 2024423
650 0 $a Education and state $z New Zealand. $3 602266
650 0 $a Citizenship $x Study and teaching $z New Zealand. $3 3380731
650 1 4 $a Early Childhood Education. $3 2210091
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a International and Comparative Education. $3 1001896
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a International perspectives on early childhood education and development ; $v v.24. $3 3380730
856 4 0 $u https://doi.org/10.1007/978-981-13-1793-4
950 $a Education (Springer-41171)