Local Appropriations of “Readiness” in a Global Era of Schoolification
An Ethnographic Study of Kindergarten Teachers in Israel
Bibliographic Data
| ID | 21308013 |
|---|---|
| Authors | Miranda Shemesh (0009-0009-5615-3376), D Golden (0000-0002-3944-0412) |
| Year | 2022 |
| Volume | 66 |
| Issue | 1 |
| Pages | 41-59 |
| Publication date | 2022-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education Review (JOURNAL) |
| Journal identifiers | ISSN: 0010-4086 • E-ISSN: 1545-701X |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/717553 |
| OpenAlex | W4205510810 |
| Language | EN |
| References cited | 30 |
This ethnographic study examines kindergarten teachers’ perceptions and practices of “school readiness” in kindergartens in low-SES settings in northern Israel, with the aim of illuminating the ways in which global educational ideas are appropriated by teachers in their daily work. Data collection included participant observation, in-depth interviews with kindergarten teachers, and analysis of Israeli Ministry of Education guidelines. Findings revealed that while teachers adopted a holistic approach to academic learning, in the socioemotional sphere they looked to behavioral manifestations. Thus, teachers continued to adhere to a child-centered pedagogy, while also providing tangible measures for assessing school readiness. The study discusses how teachers’ perceptions and practices of school readiness emerge at the nexus of global trends in schooling, national educational policy, institutional structure, and local neighborhoods with specific socioeconomic and cultural characteristics
Developmental psychology · Ethnography · Mathematics education · Nexus (standard) · Participant observation · Pedagogy · Perception · Social science · Socioeconomic status · Socioemotional selectivity theory · Sociology · Early Childhood Education and Development · Global Education and Multiculturalism · Parental Involvement in Education · Psychology
The Politics and Economics of Comparison
Reflecting on Social Emotional Learning
School as ‘survival game’
Making meaning of school readiness in schools and communities
Preschool and kindergarten teachers’ beliefs about early school competencies
A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
Sensemaking, sense-breaking, sense-giving, and sense-taking
Priming Events and Italian Children's Transition from Preschool to Elementary School
Teachers’ Work
The Schoolyard Gate
From Child’s Garden to Academic Press
Qualitative inquiry and research design
Education Policy as a Practice of Power
Early childhood cultural capital, parental habitus, and teachers' perceptions
Within-Case and Across-Case Approaches to Qualitative Data Analysis
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
Ethnography as participant listening
| Citation velocity | historical |
|---|---|
| Highly cited | No |