Learning from Comparative Ethnographic Studies of Early Childhood Education and Care

Autor/in	Tobin, Joseph
Titel	Learning from Comparative Ethnographic Studies of Early Childhood Education and Care
Quelle	In: Comparative Education, 58 (2022) 3, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.2004357
Schlagwörter	Comparative Education; Ethnography; Early Childhood Education; Child Care; Educational Practices; Research Methodology; Educational Policy; Power Structure; Cross Cultural Studies; Educational Strategies; Global Approach; Barriers; Foreign Countries; Preschool Curriculum; France; Germany; China; Japan; United States; United Kingdom + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Ethnografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Bildungspraxis; Research method; Forschungsmethode; Politics of education; Bildungspolitik; Cultural comparison; Kulturvergleich; Lehrstrategie; Globales Denken; Ausland; Frankreich; Deutschland; USA; Großbritannien
Abstract	International comparative ethnographic studies of ECEC (Early Childhood Education and Care) are difficult to conduct but worth the effort. Comparative studies featuring thick description and polysemic interpretations can challenge taken-for-granted assumptions, expand the menu of the possible, expose the provincialism of national approaches, and illuminate the global circulation of ECEC practices and ideas. Based on reflections on four major comparative international studies I have led, in this paper I describe effective strategies for conducting comparative ethnographic research in ECEC settings, explicate the rationale for doing so, and provide examples of how this approach can impact research, practice, and policy. Issues I address include the rationale for selecting countries for comparison, the formation of a research team, and distributing interpretive voice and power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01