Critical Questions, New Imaginaries and Social Activism: A Reader
Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella
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.
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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