Global Perspectives on Composing in Diverse Childhoods

Session Type: Symposium

Abstract

This session is based on a global project, in which eight international scholars collaborated to compile a set of case studies of young children entering formal schooling, where they were to learn to write. The research team studied the cases across contexts, aiming to both examine children from the standpoint of the school’s curricular bench marks, and examine school from children’s viewpoints. The session focuses on three key cross-case themes of the project: provision for child agency; sanctioned and unsanctioned cultural resources; and the diverse role of home and heritage languages. Ultimately, the project aims to situate early childhood literacy within a responsive and responsible global conversation.

Sub Unit

• SIG-Critical Perspectives on Early Childhood Education

Chair

• Anne Haas Dyson, University of Illinois at Urbana-Champaign

Papers

• Global Perspectives on Child Agency and Composing: Two Case Studies - Anne Haas Dyson, University of Illinois at Urbana-Champaign

• Global Perspectives on Cultural Resources and Child Composing: Two Case Studies - Barbara M. Comber, Queensland University of Technology; Urvashi Sahni, Study Hall Educational Foundation

• Global Perspectives on Language Variation and Child Identities: Three Case Studies - Esther Mukewa Lisanza, Please enter your Institution. Winston-Salem State University; Celia S. Genishi, Teachers College, Columbia University; Iliana Reyes, Center for Advance Studies Mexico City/University of Arizona

Discussant

• Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison