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Early childhood teachers' perspectives on and experience of multicultural education

Guo, Karen 2014, Early childhood teachers' perspectives on and experience of multicultural education, Early childhood folio, vol. 18, no. 1, pp. 16-21.

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Title Early childhood teachers' perspectives on and experience of multicultural education
Author(s) Guo, KarenORCID iD for Guo, Karen
Journal name Early childhood folio
Volume number 18
Issue number 1
Start page 16
End page 21
Total pages 6
Publisher New Zealand Council for Educational Research
Place of publication Wellington, N.Z.
Publication date 2014
ISSN 0112-0530
Summary The multicultural nature of early childhood services in New Zealand is highlighted by the statistical reality that 22 percent of children are Māori, 7 percent are Pasifika, and 11 percent are Asian and other non-European/Pākehā ethnicities. Multicultural early childhood education has become a vital practice underpinning educational reforms. This is evident in a range of government initiatives including, for example, building partnerships with whānau Māori to improve Māori success in education, introducing equity funding to reduce educational disparities between different community groups, and developing a Pasifika Education Plan that improves Pasifika children’s educational achievement. In this article, multicultural education is examined, considering early childhood teachers’ perspectives and experiences through the lens of Sleeter and Grant’s five approaches to multicultural education. The findings suggest that the teachers’ focus on children, culture, and community building drives their endeavours, and indicate that the use of a social reconstructionist approach has the potential to lead to transformative changes to multicultural education.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
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Document type: Journal Article
Collection: School of Education
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