Social Equity and Home–School Collaboration in Multicultural Early Years’ Education—A Hong Kong Perspective

2018 ◽  
pp. 137-153
Author(s):  
Celeste Y. M. Yuen
Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.


1993 ◽  
Vol 60 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Thomas A. Fiore ◽  
Elizabeth A. Becker ◽  
Rebecca C. Nero

This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.


Author(s):  
Ching Kwan Lee

This introductory chapter provides a background of the Umbrella Movement, which emerged in the fall of 2014. The genesis of the Umbrella Movement can be traced to an intensification of popular discontent against the Hong Kong government and its principal, the government of the People's Republic of China (PRC). Since China's resumption of sovereignty in July of 1997, the end of British colonialism has been experienced by many Hong Kong citizens as the beginning of another round of colonization, this time by the Mainland Chinese communist regime. Such recolonization, which proceeded with fits and starts in the early years after the handover and had become more aggressive since 2003, can be broken down into three constitutive processes: political disenfranchisement, colonization of the life world, and economic subsumption. Increasing encroachment by China to turn Hong Kong into an internal colony has spurred the rise of new political actors and groups to defend Hong Kong's way of life and liberal civic values. The chapter then looks at the series of contentious mobilizations leading up to the Umbrella occupations, to trace how the contradiction constitutive of this Hong Kong regime in transition from liberalism to authoritarianism have contributed to nurturing and growing the collective capacity of at least three general categories of political actors who would converge during the Umbrella protests: the self-mobilized citizenry, the localists, and the student activists.


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