Dissertation/Thesis Abstract

An exploration of Reggio Emilia-inspired practice in China and Vietnam - a meaning making process
by Dang, Thu Hang, M.A., Mills College, 2012, 63; 1510900
Abstract (Summary)

This study explores the application of Reggio-inspired practice in China and Vietnam from the local educators’ perspectives. Participating early-childhood educators were asked to share their Reggio-inspired practices in their own contexts. Using a sociocultural perspective as the theoretical lens, this study analyzes the application of the Reggio Emilia Approach in Chinese and Vietnamese contexts in today’s globalized world. This research hypothesized that the themes of social capital and reconstruction of childhood were implied in the way participants described how Reggio-inspired practices reciprocally interacted with the construction of local identities. This study intends to make Reggio-inspired practice in China and Vietnam visible to both insiders and outsiders of the two cultures. By examining Reggio-inspired practice under the lens of socio cultural perspective, this study suggests rethinking of some taken-for-granted ideologies in interpreting and adopting of Reggio Emilia Approach.

Indexing (document details)
Advisor: Kroll, Linda, Shimpi, Priya
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 50/06M, Masters Abstracts International
Subjects: Asian Studies, Early childhood education
Keywords: China, Meaning making, Non-western, Reggio emilia approach, Social capital, Vietnam
Publication Number: 1510900
ISBN: 978-1-267-35935-3
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