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

Mistry, Malini Tina; Sood, Krishan

dc.contributor.author	Mistry, Malini Tina	en
dc.contributor.author	Sood, Krishan	en
dc.date.accessioned	2017-01-24T11:33:38Z
dc.date.available	2017-01-24T11:33:38Z
dc.date.issued	2016-04-03
dc.identifier.citation	Mistry, M. and Sood, K. (2016) 'What does a globalized curriculum look like for diverse learners in primary schools?', Race Equality Teaching, 33 (3), pp.30-35.	en
dc.identifier.issn	1478-8551
dc.identifier.doi	10.18546/RET.33.3.07
dc.identifier.uri	http://hdl.handle.net/10547/621996
dc.description.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.
dc.language.iso	en	en
dc.publisher	UCL IOE Press	en
dc.relation.url	http://www.ingentaconnect.com/content/ioep/ret/2016/00000033/00000003/art00007	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	globalisation	en
dc.subject	diverse learners	en
dc.subject	curriculum	en
dc.subject	primary education	en
dc.subject	X320 Academic studies in Primary Education	en
dc.title	What does a globalized curriculum look like for diverse learners in primary schools?	en
dc.type	Article	en
dc.identifier.journal	Race Equality Teaching	en
dc.date.updated	2017-01-24T11:17:38Z
html.description.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.