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"Making connections" early childhood teachers re-creating meaning: contextualizing Reggio Emilian pedagogy

thesis
posted on 28.03.2022, 23:09 by Christine Ann Baxter
Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication.

History

Table of Contents

Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion.

Notes

Bibliography: p. 199-227 Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.

Degree Type

Thesis masters research

Degree

Thesis (MPhil), Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood)

Department, Centre or School

Institute of Early Childhood

Year of Award

2007

Rights

Copyyright disclaimer: http://ww.copyright.mq.edu.au Copyright Christine Baxter 2007.

Language

English

Jurisdiction

New South Wales

Extent

iii, 283 p

Former Identifiers

mq:8 http://hdl.handle.net/1959.14/659