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What does a globalized curriculum look like for diverse learners in primary schools?

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Children in our classrooms today come from a wide variety of backgrounds, and some have English as an Additional Language (EAL). Haslam et al define such children as ‘learners whose preferred language/s are not English and therefore add it to their language/s’ (2005: 97). The words diversity and globalization have numerous and contested meanings. We begin this article by looking at the multiple ways in which the ideas these terms express are conceptualized, especially for primary school children with EAL. We then explore globalization as a concept to see how it links with diversity so that relevant knowledge is generated using ideas from empirical and methodological studies. Finally, we consider how primary school leaders can bring a global dimension into their curriculum.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 30-35

Journal (Volume, Issue Number)

Race Equality Teaching (Volume 33, Issue 3)

Publication milestones

  • Published - 03/04/2016

Publication status

Published - 03/04/2016

ISSN

1478-8551

External Publication IDs

  • handle.net: 10547/621996

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