ABSTRACT

Curriculum policy and enactment in early childhood education is a political phenomenon that plays out in particular cultural contexts. Comparative lenses to curriculum articulate locally constructed and implicit knowledge to external audiences. In doing so, global commonalities and tensions may become explicit. This paper interrogates curricular documents in Greece and New Zealand using selected questions from Joseph’s (2011a) heuristic of ‘curriculum as culture’. We do this through writing letters to each other that share our local knowledge and experiences and raise further questions. Although New Zealand and Greece are geographically and culturally two worlds apart, their curricular practices share certain discourses and have both been influenced by international trends. We argue that both countries’ documents relate to first-order change where the policy document may not, in itself, update or change prior practices.

摘要

幼儿教育中的课程政策和制定是一种在特定文化背景下发挥作用的政治现象。课程的比较镜头向外部受众阐明本地构建和隐性知识。在这样做的过程中，全球的共同点和紧张局势可能会变得明显。本文使用从 Joseph (2011a) 的“课程即文化”启发式中选择的问题来审视希腊和新西兰的课程文件。我们通过相互写信分享我们的当地知识和经验并提出进一步的问题来做到这一点。尽管新西兰和希腊在地理和文化上是两个世界，但他们的课程实践共享某些话语，并且都受到国际趋势的影响。