Whole School Initiative: Has Inclusive Education Gone Astray?

Y

20

Refugees; Foreign Countries; Social Theories; Inclusion; Holistic Approach; Early Childhood Education; Family School Relationship; Identification (Psychology); Equal Education; Preschool Teachers; Democratic Values; Role of Education; Interviews; Parent Attitudes; Social Attitudes; Educational Environment; Racial Bias; At Risk Students

Africa; Australia; Sudan

1710-2146

Drawing on the social theory concepts of Bourdieu (Field, Capital and Habitus) we explored and gained insights into the perspectives of sub-Saharan African refugee families and preschool educators regarding inclusive education of young children in the South Eastern suburbs of Melbourne, Australia. The study is informed by two curriculum frameworks: The Australian Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework [(VEYLDF) (0-8 years)]. These documents support a whole school approach to early childhood inclusive education and professional relationship with families to achieve common outcomes for all children in Australia. The findings point to marginalized identities which are induced by capital, field and habitus differentials, and have resulted in putting astray the achievement of successful early childhood inclusive education for the children of these families. We concluded with a call for teacher educators to engage preservice educators in what Freire called an "epistemological curiosity" to help them reconstruct their profession to facilitate the empowerment and development of all children and their families.

As Provided

47

2014

EJ1016796