'Innovating' to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches.
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| Title: | 'Innovating' to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches. |
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| Authors: | Pearson, Emma1 (AUTHOR) Emma.Pearson@mu.ie, Degotardi, Sheila2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Aug2025, Vol. 33 Issue 4, p1237-1260. 24p. |
| Subject Terms: | *Children of immigrants, *Early childhood education, Social integration, Social justice, Migrant labor |
| Abstract: | This paper presents a conceptual framework for understanding 'innovation' in early childhood education as a process for addressing issues around social justice and inclusion. The framework is used to analyse innovative aspects of two unique, localised early childhood programmes implemented to support ethnic minority children in Northern Thailand and children of migrant labourers in urban India. Drawing on contemporary critiques that point to the global predominance of universalised models of teaching and learning, the paper highlights these contextually-responsive programmes as crucial in demonstrating the importance of 'emergent' pedagogical approaches for achieving equity and inclusion. To promote greater acknowledgement of programmes such as these, the paper presents a case for shifting the current focus on 'innovation' in education away from an emphasis on effectiveness for supporting greater efficiency of standardised, pre-determined learning outcomes, to encompass small-scale, localised approaches that support children from marginalised backgrounds. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper presents a conceptual framework for understanding 'innovation' in early childhood education as a process for addressing issues around social justice and inclusion. The framework is used to analyse innovative aspects of two unique, localised early childhood programmes implemented to support ethnic minority children in Northern Thailand and children of migrant labourers in urban India. Drawing on contemporary critiques that point to the global predominance of universalised models of teaching and learning, the paper highlights these contextually-responsive programmes as crucial in demonstrating the importance of 'emergent' pedagogical approaches for achieving equity and inclusion. To promote greater acknowledgement of programmes such as these, the paper presents a case for shifting the current focus on 'innovation' in education away from an emphasis on effectiveness for supporting greater efficiency of standardised, pre-determined learning outcomes, to encompass small-scale, localised approaches that support children from marginalised backgrounds. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2024.2344123 |
