Communication about child development between persons with different cultural preoccupations requires that author and audience agree without coercion on how to connect their perspectives. Western cultural hegemony persists in many international fora under the guise of “globalization,” giving rise to systematically distorted communication in ways that do epistemological violence to indigenous cultural models in Africa. The dominant paradigm of public basic schooling is sustained by institutionalized path dependency and construes educational success as extracting the learner from her community of origin. Consensus-building within a framework of mutually respectful communication involves bridging, coordination or fusion. Societal progress is a different kind of “development” than ontogenesis. A given cultural group’s developmental niche for its children is part of a chronosystem that changes over the course of history. An individual’s transactions with significant others are embedded in a complex and dynamic sociocultural system, to which programming of early childhood education should respond.
Human Development

中文翻译：

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应用开发研究中的文化敏感交流

在具有不同文化背景的人们之间就儿童发展进行交流时，要求作者和听众在不强迫他们如何联系其观点的情况下达成一致。西方文化霸权在许多国际论坛上都以“全球化”为幌子，从而以对认识论上的暴力对待非洲本土文化模式的方式，导致系统地歪曲了交流。公共基础教育的主要范式是通过制度化的路径依赖来维持的，并将教育成功解释为将学习者从原籍社区中提取出来。在相互尊重的沟通框架内建立共识涉及桥接，协调或融合。社会进步与本体论是一种不同的“发展”。一个给定的文化团体为其子女所发展的利基市场是一个随时间变化的计时系统的一部分。一个人与其他重要事物的交易被嵌入到一个复杂而动态的社会文化系统中，早期儿童教育的编程应对此做出反应。
人类发展