The Global Childhood Collectives


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The Global Childhood Collectives

  1. 1. Global Childhoods The Global Childhood Collectives
  2. 2. Project Background <ul><li>We are investigating what the experiences of childhood across six geopolitical spaces in Asia look like. </li></ul><ul><li>The participating partners are: Thailand, Malaysia, Korea, Japan, Taiwan and Hong Kong. </li></ul><ul><li>Our initial focus point is Literacy . </li></ul><ul><li>An ethnographic approach to describe and understand children’s contemporary lives (how children become literate?) </li></ul>
  3. 3. Key Questions <ul><li>What national statements have been made about literacy for the population? </li></ul><ul><li>How is literacy defined? </li></ul><ul><li>What policies are in place with regard to the scope and role of literacy and what value is placed on being a literate citizen? </li></ul><ul><li>How is literacy located in the school curriculum? </li></ul><ul><li>In what ways is literacy taught and practiced in local schools? </li></ul><ul><li>What do parents and teachers regard as their role in children becoming literate? </li></ul><ul><li>What does literacy teaching look like in schools? </li></ul><ul><li>Do concepts of literacy include the role of new technologies/ ICT? </li></ul><ul><li>What literacy practices do children engage with in out of schools contexts? </li></ul><ul><li>How do home and school literacy practices intersect or not? </li></ul>
  4. 4. Hong Kong <ul><li>Participants: </li></ul><ul><li>5 year old children (kindergarten) </li></ul><ul><li>10 year old children (primary school) </li></ul><ul><li>15 year old children (secondary school) </li></ul><ul><li>classroom teachers, head teachers, principals, students, and parents </li></ul>
  5. 5. HK Education in a Glance <ul><li>a nine-year compulsory/free primary education system that includes six years of primary education and three years of junior secondary education. </li></ul><ul><li>New 334 structure </li></ul><ul><li>Medium of Instruction (MOI)  Biliteracy and Trilingualism </li></ul>
  6. 6. Pre-primary (Early Childhood Education) <ul><li>It includes kindergarten education for children from three to six years old and childcare services for children from birth to six years old. </li></ul><ul><li>Currently, all forms of pre-primary provisions in Hong Kong are private programs. </li></ul><ul><li>In 2006, a Pre-Primary Education Voucher Scheme (PEVS) has been introduced and implemented as a form of tuition subsidy to all young children from three to six years old that are enrolled in a non-profit kindergarten or nursery school </li></ul>
  7. 7. The classroom
  8. 8. Daily routine and homework
  9. 9. Classroom activities
  10. 10. Children at work… or learning?
  11. 11. How is literacy defined? <ul><li>Reading (encoding) and writing (decoding) </li></ul><ul><li>Biliteracies (Chinese and English) and trilinguals (Cantonese, Putonghua, English) </li></ul><ul><li>Understanding the links between oral and written languages </li></ul><ul><li>Becoming literate by drill practice </li></ul><ul><li>Mastering the languages through using them </li></ul>
  12. 12. Complexities and Dimensions of multi-Literacies and Multi-Languages in Children’s Lifeworlds <ul><li>Binary construction of formal and informal literacies and languages </li></ul><ul><li>Dichotomies of lifeworlds (school vs. home) </li></ul><ul><li>Narrow notions of becoming literate (reading and writing rather than meaning making) </li></ul><ul><li>A focus on academic achievement rather than seeing language(s) as the tools of the mind… </li></ul>