Loading...
Thumbnail Image
Item

Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings

Abstract
This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.
Type
Chapter in Book
Type of thesis
Series
Citation
Arndt, S. (2014). Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings. In H. Hedges & V. N. Podmore (Eds.), Early childhood education: Pedagogy, professionalism, and philosophy (pp. 58–71). Auckland, New Zealand: Edify Ltd.
Date
2014
Publisher
Edify Ltd
Degree
Supervisors
Rights
© 2014 Edify Ltd. Used with permission.