Children as citizens of a global society: Learning together in culturally and linguistically diverse classrooms

• This chapter reports on a study of teacher-child interactions in two culturally and linguistically diverse pre-school classrooms.
• The authors argue that teachers can use a combination of planned, explicit teaching about culture and citizenship, and serendipitous teaching that draws on their knowledge of curriculum relevant to culture and citizenship as they become relevant.
• Teacher-led talk and collaborative learning experiences are important strategies to support children’s learning about citizenship.
• The authors present an Empowering Global Learners framework, featuring three aspects of global citizenship: participation, communication and belonging.
• Using the framework, teachers can guide children to be global learners, particularly in culturally and linguistically diverse pre-schools.

Publication

Theobald, M., Busch, G., I, Mushin., O’Gorman, L., Neilson, C., Radanovic, S., & Danby, S. (under review). Children as citizens of a global society: Learning together in culturally and linguistically diverse classrooms. In S. De Zutter (Ed.), International perspectives of educating for democracy in early childhood: Recognizing young children as citizens. Routledge.