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The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
The Global Childhood Collectives
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The Global Childhood Collectives

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  • 1. Global Childhoods The Global Childhood Collectives
  • 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. 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. 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. 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. 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. The classroom
  • 8. Daily routine and homework
  • 9. Classroom activities
  • 10. Children at work… or learning?
  • 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. 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>

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