File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/00220272.2018.1428367
- Scopus: eid_2-s2.0-85041108321
- WOS: WOS:000435595500006
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Cultural ideology matters in early childhood curriculum innovations: a comparative case study of Chinese kindergartens between Hong Kong and Shenzhen
Title | Cultural ideology matters in early childhood curriculum innovations: a comparative case study of Chinese kindergartens between Hong Kong and Shenzhen |
---|---|
Authors | |
Keywords | cultural ideology Early childhood curriculum Hong Kong school-based curriculum development Shenzhen |
Issue Date | 2018 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00220272.asp |
Citation | Journal of Curriculum Studies, 2018, v. 50 n. 4, p. 560-585 How to Cite? |
Abstract | This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice. |
Persistent Identifier | http://hdl.handle.net/10722/261898 |
ISSN | 2023 Impact Factor: 2.3 2023 SCImago Journal Rankings: 0.962 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yang, W | - |
dc.contributor.author | Li, H | - |
dc.date.accessioned | 2018-09-28T04:49:59Z | - |
dc.date.available | 2018-09-28T04:49:59Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of Curriculum Studies, 2018, v. 50 n. 4, p. 560-585 | - |
dc.identifier.issn | 0022-0272 | - |
dc.identifier.uri | http://hdl.handle.net/10722/261898 | - |
dc.description.abstract | This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00220272.asp | - |
dc.relation.ispartof | Journal of Curriculum Studies | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Curriculum Studies on 19 Jan 2018, available online at: http://www.tandfonline.com/doi/abs/10.1080/00220272.2018.1428367 | - |
dc.subject | cultural ideology | - |
dc.subject | Early childhood curriculum | - |
dc.subject | Hong Kong | - |
dc.subject | school-based curriculum development | - |
dc.subject | Shenzhen | - |
dc.title | Cultural ideology matters in early childhood curriculum innovations: a comparative case study of Chinese kindergartens between Hong Kong and Shenzhen | - |
dc.type | Article | - |
dc.identifier.email | Li, H: huili@hkucc.hku.hk | - |
dc.identifier.authority | Li, H=rp00926 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/00220272.2018.1428367 | - |
dc.identifier.scopus | eid_2-s2.0-85041108321 | - |
dc.identifier.hkuros | 292701 | - |
dc.identifier.volume | 50 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 560 | - |
dc.identifier.epage | 585 | - |
dc.identifier.isi | WOS:000435595500006 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0022-0272 | - |