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ERIC Number: EJ828119
Record Type: Journal
Publication Date: 2007-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1350-293X
Cultural Diversity and the "Curriculum Guidance for the Foundation Stage" in England
Ling-Yin, Lynn Ang
European Early Childhood Education Research Journal, v15 n2 p183-195 Jun 2007
This article is concerned with how and to what extent cultural diversity and difference are promoted in early childhood education and the curriculum. With reference to the "Curriculum Guidance for the Foundation Stage in England" (2000), I argue that dominant discourses of cultural homogeneity continue to powerfully inform the curriculum, and work to sustain pedagogical practices of monoculturalism and monolingualism. This article adopts a qualitative approach, using discourse analysis as its main methodology. The discussion draws on a poststructuralist theoretical stance in arguing that language is "not transparent", and offers a close reading of how assumptions of culture and diversity are constructed in the discourse of the curriculum. It argues that the language of the document is inherently ambiguous and open to interpretation, and offers a critique of the "Curriculum Guidance" in the construction of its rhetoric. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)