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Early childhood education for active citizenship: Sustainability, democracy and social justice

Vi gjør oppmerksom på at dette er studieinformasjon for studieår 2017-2018.


Early childhood education for active citizenship: Sustainability, democracy and social justice is an international, transdisciplinary PhD Course involving a maximum of 20 PhD students. The course provides opportunities for participants to critique theories and research related to early education for active citizenship. The course will focus on a transformative approach to education which is embedded in social change and empowerment (Davis, 2014) and focuses on changing mindsets and supporting critical reflection. This approach to education involves taking responsibility for and actively contributing to the societal challenges of sustainability, democracy and social justice. While there is international recognition of the importance of children as active citizens, there is limited research which problematizes active citizenship and the implications for early education practice across a range of cultural, social, political, economic and environmental contexts.

The aim of this PhD course is to promote critical reflection about, and deep understandings, of various perspectives on education for active citizenship in early childhood education.

Such reflection and understanding will be underpinned by theory, methodology, and empirical research.

Learning outcome

The specific learning outcomes relate to knowledge, skills and overall competencies as follows:

Knowledge. By the end of the course, the students will gain insight and knowledge of theoretical and methodological approaches to research on early education for active citizenship relating to:

  • Sustainability, democracy and social justice on a policy level
  • Sustainability, democracy and social justice on an institutional level
  • Sustainability, democracy and social justice on a personal level 

Skills. By the end of the course students will be able to:

  • Critically reflect, evaluate and engage with different ways of knowing, methodological approaches, and perspectives in studies on early education for active citizenship. These skills are collectively referred to as reflexivity.

Competencies. By the end of the course students will be able to:

  • Reflect on ethical, pedagogical and epistemic issues in research on early education for active citizenship
  • Enact knowledge and skills related to sustainability, democracy and social justice for active citizenship.

Contents

The course content consists of three integrated themes relating to education and learning for active citizenship: a) sustainability, b) democracy, c) social justice. The intersections of these themes will provide provocations that highlight different tensions and ways of knowing about education for active citizenship. The draft papers produced by the students before the course will also be discussed, analysed and reviewed to take account of the integrated themes. Students will engage in critical reflection on transformative education through the lens of the integrated themes.

Conveners:

Professor Eva Marianne Johansson

Subject teacher(s):

Professor Eva Johansson, University of Stavanger

Dr Barbara Sageidet, University of Stavanger

Professor Jo Lunn, Queensland University of Technology

Dr Lyndal O'Gorman, Queensland University of Technology

Professor Julie Davis, Queensland University of Technology

Lecturers:

Dr Berit Zachrisen University of Stavanger

Dr Berit Tofteland University of Stavanger

Dr Anita Berge University of Stavanger

External presenters

Dr Melinda Miller Queensland University of Technology

Dr Maryanne Theobald Queensland University of Technology

Dr Carola Kleemann (UiT) The Arctic University of Norway

Group leaders

Professor Eva Johansson, University of Stavanger,

Dr Barbara Sageidet University of Stavanger

Professor Jo Lunn Queensland University of Technology

Dr Lyndal O'Gorman Queensland University of Technology

Professor Julie Davis, Queensland University of Technology

Required prerequisite knowledge

None.

Exam

Weight Duration Marks Aid
Individual paper1/1 Pass - Fail

A draft paper of 1000 words should be submitted together with the application to the course (by 11th September 2017). A more developed draft is to be submitted by 1st November.

Evaluation will be based on a student's individual paper of 10-12 A-4 pages/ 4500 words (+/-10%). The student's workload is approximately 20 days of work. The full paper should be submitted within 2 weeks after the final seminar.

Subject teacher(s)

Method of work

The course includes both lectures and working seminars with discussions of reading material and student presentations, where active participation is required. Students are also required to deliver draft papers before the course. The papers will be analysed and reviewed by the students and teachers in small groups during the course.

Different forms of work including lectures, discussions and student presentations. Language will be English. The course is organized around three integrated themes and a number of provocations. It runs over 5 days (or optionally another 3 days of fieldwork, in total 8 days). A detailed schedule will be sent to the participants in due course.

Open to

International and local students enrolled in a doctoral programme. Applicants may be turned down due limitations on the number of places (20).

Literature

References

Albury, Nathan John 2015: Your language or ours? Inclusion and exclusion of non-indigenous majorities in Máori and Sámi language revitalization policy. In: Current Issues in Language planning vol. 16:3, 315-334.

Berge, A. Johansson, E., Bjervås, L-L., Sigurðardóttir, I. Ó., & Puroila, A. M. (in press). The value of efficiency - Conflicting discourses in educators' talk about everyday practices in the cloakroom. Springer (15 pages)

Biesta, G.(2015). Democray in kindergarten. I K. Jansen, J. Kaurel, T. Pålerud (Eds.) Demokratiske praksiser i barnehagen (p 21-46) [Democracy in ECEC]. Bergen. Fagbokforlaget.

Blommaert, Jan; Leppänen, Sirpa & Spotti, Massimiliano 2012: Endangering Multilingualism. In: Blommaert, Jan; Leppänen, Sirpa; Pahta, Päivi & Räisänen, Tina 2012: Dangerous Multilingualism. 1-21.

Brownlee, J., Jia-Jia S., Mascadri, J., Cobb-Moore, C., Walker, S., Johansson, E., Boulton-Lewis, G., & Ailwood, J. (2012). Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education. Teaching and Teacher Education, 28, 440-450.

Danby, Susan J. & Theobald, Maryanne Agnes (Eds.) (2012) Disputes in Everyday Life : Social and Moral Orders of Children and Young People. Sociological Studies of Children and Youth Special Volume, 15. Emerald, New York.

Davis, J. (2014) Examining early childhood education through the lens of education for sustainability: Revisioning rights. In J. Davis & S. Elliott (Eds.) Research in Early Childhood Education for Sustainability: International Perspectives and Provocations. Routledge, London & New York, pp. 21-37.

Davis, J., O'Gorman, L., Gibson, M., Osborne, L. & Franz, J. (2016). Rethinking culture and diversity in early childhood preservice teacher education: Teaching and learning through an interdisciplinary lens. In A. Farrell & I. Pramling Samuellson (Eds.) Diversity in the Early Years: Intercultural Learning and Teaching, pp. 170-197.

Hägglund, S. & Johansson E. (2014). Belonging, value conflicts and children's rights in learning for sustainability in early childhood. In J Davies & Sue Elliott "International Research in Early Childhood  Education for Sustainability: Beginning the Conversations". Routledge

James, A., Kjørholt, A. T., & Thingstad, V. (2009). Introduction: Children, food and identity in everyday life. In A. James, A.T. kjørholt, & V. Thingstad (Eds). Children, food and identity in everyday life (p. 1-12). Basingstoke: Pallgrave MacMillian.

Johansson, E., & Emilson, A. (2016). Conflicts and resistance. Potentials for democracy learning in preschool. International Journal of Early Years Education. 24.(1) s. 19-35

Johansson, E. M., Emilson, A., Röthle, M., Puroila, A-M., Broström, S., Einarsdottir, J. (2016). Individual and collective rights expressed in educator and child interactions in Nordic preschools. International Journal of Early Childhood Volum 48(2), 209-224

Kjørholt, A.T. & Seland, M. (2012). Kindergarten as a Basar: Freedom of Choice and New Forms of Regulations. I A. T. Kjørholt & J. Qvortrup (red.), The modern Child and the Flexible Labour Market: early childhood education and care (168-185). London: Palgrave

Lunn Brownlee, J., Walker, S. , Johansson, E., Scholes, L. (Eds.) (2017). Teaching for Active Citizenship: Personal epistemology and practices in early education classrooms. Routledge. (30p)

Lunn,J., Scholes, L., Walker, S., & Johansson, E. (2016). Critical values education in the early years: alignment of personal epistemologies and practices for active citizenship. Teaching and Teacher Education 59, 261-273. http://dx.doi.org/10.1016/j.tate.2016.06.009doi:10.1016/j.tate.2016.06.009

Lunn Brownlee, J., Curtis, E., Spooner-Lane, R. & Feucht, F. (2015). Understanding children's epistemic beliefs in elementary education. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 1-18. DOI:10.1080/03004279.2015.1069369.

Mason, M. (2008). What Is Complexity theory and What Are Its Implications For Educational Change? In M. Mason. Complexity Theory and The Philosophy of Education (pp.32-45). West Sussex: Wiley- Blackwell.

Miller, Melinda G. (2011). Embedding Indigenous perspectives in the early childhood curriculum. Educating Young Children: Learning and Teaching in the Early Childhood Years, 17(2), 37-39.

Miller, Melinda G. (2015). Reconciliation and early childhood education for sustainability: Broadening the environmental paradigm. In Davis, Julie M. (Ed.) Young Children and Environment: Early Education for Sustainability [2nd ed.]. Cambridge University Press, Port Melbourne, Victoria, pp. 124-144.

Miller, Melinda G. (2016). Whiteness scholarship in early childhood education. New Zealand Research in Early Childhood Education Journal, 19, 49-61

Mouffe, C. (2014). By Way of a Postcript. Parallax (20)2, pp.149 -157.

Moss, P. (2012). Governed Markets and Democratic Experimentalism: Two Possibilities for Early Childhood Education and Care. I A. T. Kjørholt & J. Qvortrup (red.), The Modern Child and the Flexible Labour Market: early childhood education and care (s. 128-149). London: Palgrave

Osberg, D. (2010). Taking Care of the Future? The complex responsibility of education & politics. In Osberg, D & Biesta, G (eds.) Complexity Theory and the Politics of Education (pp. 153 -167). Rotterdam: Sense Publishers

Puroila, A-M., Johansson, E. M.; Estola, E.,Emilson, A., Einarsdottir, J., Broström, S. (2016). Interpreting values in the daily practices of Nordic preschools: A cross cultural analyses. International Journal of Early Childhood Volum 48.(2) s. 141-159

Sageidet, B.M. (2016). Norwegian early childhood teachers' stated use of subject related activities with children, and their focus on science, technology, environmental issues and sustainability, NORDINA, 12(2), 121-139.

Sageidet, B.M. (2014). Norwegian perspectives on ECEfS. Chapter 7 in J. M. Davis & S. Elliott (Eds.), Research in Early Childhood Education for Sustainability. International perspectives and provocations. Routledge, s. 112-125.

Sundberg, B. & Ottander, C. (2014). Science in preschool - a foundation for education for sustainability? A view from Swedisch preschool teacher education. Kapittel 17. I Davis, J.M. & Elliott, S. (red.). Research in Early Childhood Education for Sustainability. Routledge, s. 280-293.

Somerville, M. & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood. 16(2), 102-117.

Theobald, Maryanne Agnes (2013) Ideas as "possessitives" : claims and counter claims in a playground dispute. Journal of Pragmatics, 45(1), pp. 1-12.

Theobald, Maryanne & Danby, Susan (2016) Co-producing Cultural Knowledge: Children Telling Tales in the School Playground. In Bateman, Amanda & Church, Amelia (Eds.) Children's Knowledge-in-interaction: Studies in Conversation Analysis. Springer, Singapore, Republic of Singapore. (In Press)

Zachrisen, B. (in press) A monocultural approach in a multicultural landscape? Democracy and equality in preschool. Springer (15 p)

Aprox 450 pages



Vi gjør oppmerksom på at dette er studieinformasjon for studieår 2017-2018.

Sist oppdatert: 27.06.2017