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Reconceptualizing Early Childhood Care and Education

Critical Questions, New Imaginaries and Social Activism: A Reader


Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
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Chapter Twenty-Five: The Global Childhoods Project: Complexities of Learning and Living with a Biliterate and Trilingual Literacy Policy



The Global Childhoods Project: Complexities of Learning and Living With a Biliterate and Trilingual Literacy Policy

I-Fang Lee and Nicola Yelland

The rise of Asia has made headline news both globally and locally in the 21st century. In particular, the growth of Asian economies and the competitiveness of Asian students’ academic performances in international assessment tests such as the Programme for International Student Achievement (PISA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Survey (PIRLS) are frequently lauded. For example, in the PISA 2009 assessment results, students in Korea; Hong Kong and Shanghai, China; Singapore; Japan; and Taiwan have been placed in the top five performing countries or economies (OECD, 2011). The dominance of Asian students’ high academic performances in such high-stakes tests has not only made international education headline news but also opened up new debates concerning the “effectiveness” of Asian schooling systems and Asian pedagogical practices. Many “Western” countries have indicated that they want to emulate the trend of Asian students’ superior academic performances. For examples, mass media reports with titles such as “How China Is Winning the School Race” (Sharma, 2011) and “Top Test Scores from Shanghai Stun Educators” (Dillon, 2010), as well as heated debates following Amy Chua’s (2011) controversial publication of Battle Hymn of the Tiger Mother, have all come together to highlight the perceived success in the context of Asian cultural practices and contemporary schooling systems as “models” that...

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