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    Chapter 20 Children as Citizens of a Global Society

    Proposal review

    Learning Together in Culturally and Linguistically Diverse Classrooms

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    Author(s)
    Theobald, Maryanne
    Busch, Gillian
    Mushin, Ilana
    O’Gorman, Lyndal
    Nielson, Cathy
    Radanovic, Shelley
    Briant, Elizabeth
    Curtis, Lisa
    Mirah, Erin
    Rana, Louise
    Moore, Tyler
    Danby, Susan
    Language
    English
    Show full item record
    Abstract
    As members of a global society, many young children’s experience in early childhood classrooms have yet to fully realize the richness of their increasingly culturally and linguistically diverse settings. Drawing on data from a participatory action research project, this study explored how such settings might produce global citizens who enact the social responsibilities of respect, empathy, and acceptance. Video-recordings of children aged five to six years in four urban preschool classrooms across Southeast Queensland, Australia, were collected. The teachers showed the children involved selected excerpts to illicit video-stimulated accounts. Excerpts were transcribed using conversation analytic methods, documenting turn taking, and verbal and non-verbal responses. Explicating teacher and young children’s classroom interactions and accounts identified the classroom practices of teachers and children to encourage global citizens who promote respect, empathy, and acceptance. This chapter presents the co-designed Empowering Global Learner framework of participation, communication, and sense of belonging to illustrate the classroom practices used for effective global citizens.
    Book
    International Perspectives on Educating for Democracy in Early Childhood
    URI
    https://library.oapen.org/handle/20.500.12657/76149
    Keywords
    participatory action research, culture, global citizenship, framework for empowering global learners, classroom interaction
    DOI
    10.4324/9781003229568-23
    ISBN
    9781032135007, 9781032135014, 9781003229568
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2023
    Grantor
    • Queensland University of Technology
    Imprint
    Routledge
    Pages
    25
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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