Making space for place-making pedagogies : stretching normative mandated literacy curriculum
Comber, Barbara (2011) Making space for place-making pedagogies : stretching normative mandated literacy curriculum. Contemporary Issues in Early Childhood, 12(4), pp. 343-348.
In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high poverty communities is urgent for the profession. Such pedagogies involve complex understandings of the cultural and political histories, and the dynamic potential, of the places in which school communities are located. By incorporating the study of local histories and biographies and researching neighbourhood changes teachers adapt mandated curriculum to maintain community knowledges and allow for positive identity work at the same time as they meet the authorised systems objectives. When teachers work with children as co-researchers through the study of people's lives in particular places and times, the community and its complex histories become a rich resource for young people's literacy repertoires.
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|Item Type:||Journal Article|
|Keywords:||culturally responsive literacy pedagogy, literacy curriculum, inclusive education, community, place-making|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||06 Feb 2012 21:57|
|Last Modified:||06 Sep 2016 05:08|
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