幼儿园的本地和全球话语谈判:来自印度尼西亚的故事

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2019-06-01 DOI:10.2478/jped-2019-0004

V. Adriany

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引用次数: 2

摘要

摘要本文旨在探讨印度尼西亚的幼儿园如何成为协商本地和全球话语的空间。在后殖民理论的指导下，它试图识别一个超越南北二元的混合空间。本文通过对印尼三所不同幼儿园的实地考察，阐明了幼儿园谈判的不同形式。两种最普遍的全球话语与以儿童为中心和新自由主义有关。幼儿园通过社会愿望、人格塑造和宗教价值观话语来协调这些话语。这一发现表明，欧洲经委会并置的想法如何继续相互交叉。

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Negotiating local and glocal discourse in kindergarten: Stories from Indonesia

Abstract This paper aims to explore how kindergartens in Indonesia become a space to negotiate local and global discourses. Informed by postcolonial theories, it seeks to identify a hybrid space that goes beyond the binary between South and North. Based on fieldwork in three different kindergartens in Indonesia, this paper illuminate different forms of negotiation adopted by the kindergartens. Two most pervasive global discourses found are related with child-centredness and neoliberalism. The kindergartens negotiate these discourses through a social aspiration, character building, and religious values discourses. The finding suggests how juxtaposed ideas continue to intersect with one another ECE.

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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.