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Children Crossing Borders: Enhancing the Inclusion of Children of Immigrants in Early Childhood Settings

Children Crossing Borders: Enhancing the Inclusion of Children of Immigrants in Early Childhood Settings. http://www.childrencrossingborders.org/ Prof Tony Bertram DrTonyBertram@crec.co.uk & Prof Chris Pascal DrChrisPascal@crec.co.uk. Children Crossing Borders.

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Children Crossing Borders: Enhancing the Inclusion of Children of Immigrants in Early Childhood Settings

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  1. Children Crossing Borders:Enhancing the Inclusion of Children of Immigrants in Early Childhood Settings http://www.childrencrossingborders.org/ Prof Tony Bertram DrTonyBertram@crec.co.uk & Prof Chris Pascal DrChrisPascal@crec.co.uk

  2. Children Crossing Borders A cross-country study (England, France, Germany, Italy & USA) aiming to access the perceptions of parents, practitioners and children in intercultural settings at the time of transition from home to school. What kinds of ‘Borders’……………………..?

  3. The border between • home & school • Geographical borders • Linguistic borders • Cultural borders • Religious borders • Ethnic borders • Psychological borders • The border between my friends and yours • Sociological borders • The borders between opposing sets of normative behaviour and value systems, mine and others • Generational borders Crossing Borders

  4. Presentation in four parts Aims of Project Methodology Identifying theoretical perspectives Viewing the stimulus video Beginning a dialogue!

  5. Aims of Project To give voice to hopes, beliefs and concerns of ‘immigrant’ parents about the education and care of their young children To identify and explicate models in 5 countries of working with children of ‘immigrants’ to share experiences and approaches To influence policy and practice and improve the quality of ECEC practice and policy towards these young children

  6. Aims of Project To model for parents and staff a process of engaging in dialogue with children, parents and practitioners about provision for young children To strengthen understandings between parents and practitioners and build greater articulation between home and school To help young children negotiate the differences in the contexts of home and school To produce a range of professional development materials to enhance inclusion in ECEC settings.

  7. Methodology Project methodology is mirrored in 5 countries: England, France, Germany, Italy, USA Production of 20 minute video of a ‘day in the life of a nursery’ shown to differing groups Interview groups with children, parents, practitioners, experts and others in settings & watch video to stimulate a multi-vocal conversation between a diverse group of stakeholders. Their conversation is filmed and transcribed.

  8. Locations: Migrant Heritage • Birmingham, England: Afghani & Pathan • Paris, France: Algerian • Berlin, Germany: Turkish • Milan, Italy: Filipino & Arabian • Phoenix, USA: Mexican

  9. Connect only connect….

  10. Film Making in Action!

  11. Video Viewing Footage agreed with film participants for sharing with others Each country tape is viewed by groups of parents and practitioners with an open but framed dialogue Open interpretation of the video by viewers is encouraged Video viewing protocols are agreed Dialogue is recorded and analysed How far is this setting similar/different to one you know?

  12. Methodology Interviews across cities/areas in England which are filmed and transcribed English video is viewed in 2 other countries (Italy and US) and dialogue is filmed and transcribed All transcribed interviews are analysed using a set of agreed theoretical concepts. Production of a range of dissemination materials, including training packs, videos, book, articles, conferences.

  13. Project Outputs Training package Set of digitised video footage Archive of video material Series of professional and scholarly articles Major book Notated, interactive DVD National and international dissemination strategy

  14. Some Theoretical Concepts Critiques of multiculturalism (Tayler, Waltzer) and interculturalism (Engstrom, Cole) Enculturation, cultural evolution Cultural capital/habitas (Bourdieu) Political pedagogy (Freire, Malaguzzi) Identity theory and hybridity (Garcia, Ashcroft) Diasporics (Bhabha) Rites of passage/transition theory (van Gennup, Fthenakis)

  15. Reflective Questions for Dialogue Watch the 3 short international clips: What surprised you in each clip? What similarities in pedagogical approach did you see? What differences in pedagogical approach did you see? Which context did you most prefer and why? Which did you least prefer and why? How might practice be developed to ensure more intercultural connection?

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