Ang, L; Flewitt, R; (2015) Embracing diversity in the early years and primary classroom: a cross-cultural perspective. In: Wyse, D and Davis, R and Jones, P and Rogers, S, (eds.) Exploring Education and Childhood: From current certainties to new visions. (pp. 145-159). Routledge: London, UK.

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Abstract

This chapter offers a critical discussion of diversity and children’s role as active participants and co-constructors in their own learning across home and educational settings in two distinct cultures. We argue that addressing issues of diversity and child agency requires an understanding of the broader context of children’s learning within and beyond the early years setting – such as the family, home and community as key sites of socialisation which inform children’s development. The discussion begins by considering different conceptual frameworks of development and learning, including neo-Confucian philosophy on the importance of human and social relationships in child development. We also look at western theorisations of learning as discursive and social (Vygotsky, 1978) and at the concepts of habitus, field, social and symbolic capital as a theoretical framework (Bourdieu, 1977) to explore and understand the ways in which children around the globe draw upon their social and cultural networks to negotiate their identity and position as learners. Finally, we discuss the implications of these conceptual frameworks for early years and primary practitioners in terms of evaluating their own pedagogical practice when engaging with children from diverse backgrounds and in diverse cultures.

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