Brooks, C;
Kitto, E;
(2021)
Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China.
Early Years
10.1080/09575146.2021.1935495.
(In press).
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Abstract
Reform initiatives are common throughout the Chinese early years education sector. This paper proposes a conceptual framework of a folk pedagogy of change as a perspective on the systemic barriers to the development of practice which foregrounds some of the tensions within and across these barriers. Our analysis is based on three commissioned literature reviews and site visits with practitioners and parents to Chinese Kindergarten and early years settings. The use of situated learning theory as a perspective for analysing interconnected and interdependent organisations is offered as a way of extending our understanding of educational change. This enables a move beyond a simplistic and essentialist notion of culture which locates implementation problems at the incompatibility of varied cultural perspectives. A folk pedagogy of change can help to understand why a range of educational contexts might be resistant to externally generated ideas for educational change.
| Type: | Article |
|---|---|
| Title: | Folk Pedagogies of Change: Developing an Early Years Education Development Strategy for China |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09575146.2021.1935495 |
| Publisher version: | https://doi.org/10.1080/09575146.2021.1935495 |
| Language: | English |
| Additional information: | Copyright © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Educational change, pedagogy, China, early childhood education and care, folk pedagogies of change |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10130356 |
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