عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Country Code
IR
Number
256T
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
COUNTRY OF PUBLICATION OR PRODUCTlON
Country of publication
IR
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Exploring colonization: Situating young children's experiences within the multiple contexts of globalizing Singapore
General Material Designation
[Thesis]
Subsequent Statement of Responsibility
;supervisor: Williams, Leslie R.
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Teachers College, Columbia University: United States -- New York
Date of Publication, Distribution, etc.
: 2007
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
312 pages
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ed.D.
Body granting the degree
, Teachers College, Columbia University: United States -- New York
SUMMARY OR ABSTRACT
Text of Note
This six-month ethnographic study utilized a postcolonial lens to build on existing literature that explores decolonization in early childhood education. In assuming that educational endeavor can be better informed through close observations of children's social experiences, the study explored the daily preschool-life of a group of 4- to 5-year-olds in a typical Singapore child care center. The children's voices and agencies were then carefully placed within Singapore's current multicultural, meritocratic, competitive, and globalizing contexts. Adults in the study included teachers and parents who were interviewed for their perceptions of knowledge(s) valued in the nation, particularly in the education of preschoolers. The methodological frame, postcritical ethnography, challenged the researcher to be reflective and encouraged her to explore shared power with the children through the use of a common digital camera to document individual experiences and interests.The study's findings revealed that the children interacted with many (un)seen powers that were generally unacknowledged by adults. The children negotiated daily these social positions and values--what it means to be "girl" or "boy," what "growing up" entails, how important material culture should be, who should be a "friend" and who should be the "other," and how to use song and chant to carve out unofficial spaces within adult-determined activities. Some of these aspects of the children's peer culture culture reflected similar struggles among adults in Singapore's competitive and materialistic culture. But more importantly, the adults interviewed did not see children as powerful social actors in their own right, nor did they acknowledge that these preschoolers were already dealing with many "adult" issues.The researcher recommends the need for a shift in educational paradigm to utilize what she calls a "postcolonial-cosmopolitan" outlook. Such a paradigm would require educators to work dialectically within currently unproductive binaries such as adult/child, home/school, East/West, and teacher/learner in order to reconceptualize children's "needs" and educational priorities to match the nation's ongoing desire to create global citizens. A postcolonial-cosmopolitan outlook aims to broaden the present one-dimensional view of "globalization" as simply an economic and technological trend to include the political, cultural, and historical aspects of human living.
TOPICAL NAME USED AS SUBJECT
Preschool education
Curricula
Teaching
UNCONTROLLED SUBJECT TERMS
Subject Term
Colonization
Subject Term
Young children
Subject Term
Singapore
Subject Term
Globalization
Subject Term
Postcolonial theory
PERSONAL NAME - PRIMARY RESPONSIBILITY
Lim, May-Yin Sirene
PERSONAL NAME - SECONDARY RESPONSIBILITY
Williams, Leslie R., supervisor
ORIGINATING SOURCE
Country
ایران
ELECTRONIC LOCATION AND ACCESS
Date and Hour of Consultation and Access
TL034.pdf
old catalog
TL
254359
1
a
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