Everyday learning looks like this: Classroom ethnographies in three global cities

Everyday learning looks like this: Classroom ethnographies in three global cities

Childhood, learning & everyday life in three Asia-Pacific cities: Experiences from Melbourne, Hong Kong and Singapore

• Lee, I-Fang The University of Newcastle
• Leung, Wai Man Vivienne The Education University of Hong Kong
• Lim, Kam Ming Nanyang Technological University
• Soo, Li Mei Johannah Nanyang Technological University
• Karthikeyan, Nanthini Singapore Institute of Technology
• Bartholomaeus, Clare The University of Melbourne
• Yelland, Nicola The University of Melbourne

• Lee, I-Fang University of Newcastle Australia
• Saltmarsh, Sue The Education University of Hong Kong
• Yelland, Nicola University of Melbourne

Singapore

Springer

2023

• S School Environment & Facilities, Organization
  • SE School Building, Campus & Environment
• F Learning & Teaching
  • FG Classroom Management & Control
• P Social Context of Education
  • PB Comparative Education

Classroom Ethnography School Timetables Classroom Design Structured Learning Playgrounds

• Hong Kong
• Melbourne
• Singapore

• 1997.7 onwards

• Unknown or Unspecified

This chapter draws on the Global Childhoods ethnographic data from Year 4 classrooms in Hong Kong, Melbourne and Singapore to elucidate what everyday learning looks like in the three global cities. Acknowledging that learning assumes varied shapes and forms, our primary focus aims to explicate some key features of everyday classroom life in each city, with a focus on time and space. In doing so, we examine the class timetables and explore how time was organised in the schools, and consider the design of classrooms and playgrounds, including the ways in which these spaces were typically used by students and teachers to create learning opportunities. Our analyses are situated within the position of critical onto-epistemological perspective though which we offered critical insights to provoke new understandings about how educational practices are deeply situated within local sociocultural contexts with greater implications for broader learning outcomes and students’ educational success. We seek to provide discussions that are both critical and comparative for rethinking the ways in which opportunities, challenges and diversity in the three education systems became evident from the classroom ethnographies. We also consider the implications of structured learning for shaping children’s multiple ways of being, belonging and becoming learners. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

• English

Book Chapters

• 9789819904853

• 10.1007/978-981-99-0486-0_5

https://bibliography.lib.eduhk.hk/en/bibs/40893c68

2023-10-18