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Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

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Bibliographic Details
Title: Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation
Language: English
Authors: Pearson, Emma
Source: Contemporary Issues in Early Childhood. 2011 12(3):212-223.
Availability: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Peer Reviewed: Y
Page Count: 12
Publication Date: 2011
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Cultural Context, Global Approach, Educational Change, Foreign Countries
Geographic Terms: Hong Kong
DOI: 10.2304/ciec.2011.12.3.212
ISSN: 1463-9491
Abstract: This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The article's position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global "recolonisation" of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.
Abstractor: As Provided
Number of References: 58
Entry Date: 2011
Accession Number: EJ945992
Database: ERIC
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  Data: Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation
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  Data: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
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  Data: This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The article's position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global "recolonisation" of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.
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