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Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore - Weipeng Yang (杨伟鹏), Hui Li (李辉), 2022 (sagepub.com)
Article Information
Article first published online: April 4, 2022; Issue published: June 1, 2022
Received: April 02, 2021; Revisions received: July 21, 2021; September 12, 2021; Accepted: November 23, 2021
Author
Weipeng Yang (杨伟鹏)
The Education University of Hong Kong
Hui Li (李辉)
Macquarie University
Abstract
Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts.
Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology.
Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula.
Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.
Keywords
China, cultural glocalization, curriculum hybridization, early childhood curriculum, Singapore