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Q3 Social Sciences

Journal of Pedagogy Pub Date : 2015-12-01 DOI:10.1515/jped-2015-0010

M. Tesar

引用次数: 3

摘要

本期特刊关注幼儿教育的历史、教学法、政策、哲学和另类观点。Whāriki被誉为不仅是新西兰，而且是世界上第一个双文化课程。它的重要性反映在国内和国际研究和幼儿话语中。尽管如此，新自由主义政策、全球化实践以及该地区对幼儿教育的公共和私人投资同时受到批评。新西兰学者探讨了来自新西兰的课程建设、政策实施、儿童和儿童哲学和社会学方面的一些经验教训，并将重点放在欧洲经委会的这些广泛的新西兰观点上，以满足国际观众的不同兴趣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

Abstract This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.