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Jane B. Keat Martha J. Strickland Barbara A. Marinak 《Early Childhood Education Journal》2009,37(1):13-21
Changes in global patterns of residence mean that preschool teachers welcome immigrant children and families into preschools
in increasing numbers. Many teachers report both anticipation and apprehension about having immigrant children in the classroom.
Apprehension is related to concerns about a lack of enough knowledge about languages and cultures to sensitively work with
children and families. To overcome apprehensions and challenges, teachers are encouraged to learn from the work of other adults.
This study builds upon research that suggests that teachers can also look to the children as a source of knowledge. The purpose
of this study was to explore how preschool immigrant children might use a disposable camera to communicate with their teachers.
The participants of this qualitative study were immigrant and native-born students in a local preschool. Each child was given
a disposable camera, instruction about taking photographs and the request to take pictures of what was important to them.
Data were collected by recording each child telling the teacher about the pictures. Data were analyzed for themes, patterns
and categories. Findings indicated that the messages that the children conveyed to their teachers included important information
about language development and family cultural identity. Findings also identify teacher strategies that helped and hindered
child ability to communicate during the photo-narration process. An implication of the study was a shift of child agency within
the teacher child relationship during photo-narration activity. 相似文献
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The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels
of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines
how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain
included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural
and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture
emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain
engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government
to increase participation in higher education by students from under-represented groups, this research identifies some challenges
and possibilities for both universities and academics. 相似文献
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