centre for research in early childhood .//crec.co.uk children crossing borders: enhancing the...

Centre for Research in Early Childhoodhttp://www.//crec.co.uk

Children Crossing Borders:Enhancing the Inclusion of

Children of Immigrants in Early Childhood Settings

http://http://www.childrencrossingborders.orgwww.childrencrossingborders.org//

Prof Tony BertramProf Tony [email protected]@crec.co.uk

& & Prof Chris PascalProf Chris [email protected]@crec.co.uk

Children Crossing Borders

A cross-country study (England, A cross-country study (England, France, Germany, Italy & USA) France, Germany, Italy & USA) aiming to access the perceptions of aiming to access the perceptions of parents, practitioners and children parents, practitioners and children in intercultural settings at the time in intercultural settings at the time of transition from home to school. of transition from home to school.

What kinds of What kinds of ‘Borders’……………………..?‘Borders’……………………..?

Crossing Borders

• The border between The border between • home & school home & school • Geographical borders Geographical borders • Linguistic bordersLinguistic borders• Cultural bordersCultural borders• Religious borders Religious borders • Ethnic bordersEthnic borders• Psychological bordersPsychological borders• The border between my friends and yoursThe border between my friends and yours• Sociological bordersSociological borders• The borders between opposing sets of The borders between opposing sets of

normative behaviour and value systems, normative behaviour and value systems, mine and othersmine and others

• Generational bordersGenerational borders


Presentation in four parts

1.1. Aims of ProjectAims of Project

2.2. MethodologyMethodology

3.3. Identifying theoretical Identifying theoretical perspectivesperspectives

4.4. Viewing the stimulus videoViewing the stimulus video

5.5. Beginning a dialogue!Beginning a dialogue!


Aims of ProjectTo give voice to hopes, beliefs and concerns To give voice to hopes, beliefs and concerns of ‘immigrant’ parents about the education of ‘immigrant’ parents about the education and care of their young childrenand care of their young childrenTo identify and explicate models in 5 To identify and explicate models in 5 countries of working with children of countries of working with children of ‘immigrants’ to share experiences and ‘immigrants’ to share experiences and approachesapproachesTo influence policy and practice and To influence policy and practice and improve the quality of ECEC practice and improve the quality of ECEC practice and policy towards these young childrenpolicy towards these young children


Aims of ProjectTo model for parents and staff a process of To model for parents and staff a process of engaging in dialogue with children, parents engaging in dialogue with children, parents and practitioners about provision for young and practitioners about provision for young childrenchildrenTo strengthen understandings between To strengthen understandings between parents and practitioners and build greater parents and practitioners and build greater articulation between home and schoolarticulation between home and schoolTo help young children negotiate the To help young children negotiate the differences in the contexts of home and differences in the contexts of home and schoolschoolTo produce a range of professional To produce a range of professional development materials to enhance inclusion development materials to enhance inclusion in ECEC settings.in ECEC settings.


Methodology

Project methodology is mirrored in 5 countries: Project methodology is mirrored in 5 countries: England, France, Germany, Italy, USAEngland, France, Germany, Italy, USAProduction of 20 minute video of a ‘day in the Production of 20 minute video of a ‘day in the life of a nursery’ shown to differing groupslife of a nursery’ shown to differing groupsInterview groups with children, parents, Interview groups with children, parents, practitioners, experts and others in settings & practitioners, experts and others in settings & watch video to stimulate a multi-vocal watch video to stimulate a multi-vocal conversation between a diverse group of conversation between a diverse group of stakeholders.stakeholders.Their conversation is filmed and transcribed. Their conversation is filmed and transcribed.

Locations: Migrant Heritage Birmingham, England: Afghani & Birmingham, England: Afghani &

PathanPathan Paris, France: Algerian Paris, France: Algerian Berlin, Germany: TurkishBerlin, Germany: Turkish Milan, Italy: Filipino & ArabianMilan, Italy: Filipino & Arabian Phoenix, USA: MexicanPhoenix, USA: Mexican


Connect only connect….

Film Making in Action!


Video ViewingFootage agreed with film participants for sharing Footage agreed with film participants for sharing with otherswith others Each country tape is viewed by groups of Each country tape is viewed by groups of parents and practitioners with an open but framed parents and practitioners with an open but framed dialogue dialogue Open interpretation of the video by viewers is Open interpretation of the video by viewers is encouragedencouragedVideo viewing protocols are agreedVideo viewing protocols are agreedDialogue is recorded and analysedDialogue is recorded and analysedHow far is this setting similar/different to one you How far is this setting similar/different to one you know?know?


Methodology Interviews across cities/areas in England Interviews across cities/areas in England

which are filmed and transcribedwhich are filmed and transcribed English video is viewed in 2 other English video is viewed in 2 other

countries (Italy and US) and dialogue is countries (Italy and US) and dialogue is filmed and transcribedfilmed and transcribed

All transcribed interviews are analysed All transcribed interviews are analysed using a set of agreed theoretical concepts.using a set of agreed theoretical concepts.

Production of a range of dissemination Production of a range of dissemination materials, including training packs, videos, materials, including training packs, videos, book, articles, conferences.book, articles, conferences.


Project Outputs Training packageTraining package Set of digitised video footageSet of digitised video footage Archive of video materialArchive of video material Series of professional and scholarly Series of professional and scholarly

articlesarticles Major bookMajor book Notated, interactive DVDNotated, interactive DVD National and international National and international

dissemination strategydissemination strategy


Some Theoretical Concepts Critiques of multiculturalism (Tayler, Critiques of multiculturalism (Tayler,

Waltzer) and interculturalism Waltzer) and interculturalism (Engstrom, Cole)(Engstrom, Cole)

Enculturation, cultural evolution Enculturation, cultural evolution Cultural capital/habitas (Bourdieu)Cultural capital/habitas (Bourdieu) Political pedagogy (Freire, Malaguzzi)Political pedagogy (Freire, Malaguzzi) Identity theory and hybridity (Garcia, Identity theory and hybridity (Garcia,

Ashcroft)Ashcroft) Diasporics (Bhabha)Diasporics (Bhabha) Rites of passage/transition theory Rites of passage/transition theory

(van Gennup, Fthenakis)(van Gennup, Fthenakis)


Reflective Questions for Dialogue

Watch the 3 short international clips:Watch the 3 short international clips:What surprised you in each clip?What surprised you in each clip?What similarities in pedagogical approach What similarities in pedagogical approach did you see?did you see?What differences in pedagogical approach What differences in pedagogical approach did you see?did you see?Which context did you most prefer and Which context did you most prefer and why?why?Which did you least prefer and why?Which did you least prefer and why?How might practice be developed to ensure How might practice be developed to ensure more intercultural connection?more intercultural connection?

centre for research in early childhood .//crec.co.uk children crossing borders: enhancing the...

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