Cross-Cultural Pedagogical Perspectives: A Collaborative Study with Indian Scholars in Childhood Education
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Abstract
This collaborative study explores cross-cultural pedagogical perspectives in childhood education through partnerships with scholars from India. This research aims to explore how cultural factors influence teaching methodology, curriculum design, classroom management techniques, and assessment strategies in early childhood education settings. This research involved 15 informants, including education experts, educators, and practitioners from various cultural backgrounds in India, using qualitative research methods such as in-depth interviews, classroom observations, and document analysis. The results of this study underscore the importance of cultural sensitivity and inclusivity in designing effective pedagogical strategies, as well as the importance of collaborative efforts in fostering cross-cultural understanding and knowledge exchange. This study provides valuable insights and practical recommendations for educators, policymakers, and curriculum developers seeking to create culturally responsive and inclusive learning environments for young learner world.wide.
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How to Cite
Jamin, N., Munirah, M., Asfahani, A., Prusty, A., & Palayukan, H. (2024). Cross-Cultural Pedagogical Perspectives: A Collaborative Study with Indian Scholars in Childhood Education. Absorbent Mind, 4(1), 77-85. https://doi.org/10.37680/absorbent_mind.v4i1.4933
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Mukherjee, S. (2018). Challenges to Indian micro, small scale and medium enterprises in the era of globalization. Journal of Global Entrepreneurship Research, 8, 1–19.
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O’Connor, J., Ludgate, S., Le, Q.-V., Le, H. T., & Huynh, P. D. P. (2023). Lessons from the pandemic: Teacher educators’ use of digital technologies and pedagogies in Vietnam before, during and after the Covid-19 lockdown. International Journal of Educational Development, 103(January), 1–10. https://doi.org/10.1016/j.ijedudev.2023.102942
Raikes, A., Koziol, N., Davis, D., & Burton, A. (2020). Measuring quality of preprimary education in sub-Saharan Africa: Evaluation of the Measuring Early Learning Environments scale. Early Childhood Research Quarterly, 53, 571–585.
Rao, N. V., Bhaskaran, V., & Nagendra, H. (2023). Can green tribunals help to resist neo-liberalism in environmental governance–The case of India. Land Use Policy, 131, 106739.
Saha, M. (2023). English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh. Ampersand, 10, 1–9. https://doi.org/10.1016/j.amper.2022.100107
Sain, Z. H., Asfahani, A., & Krisnawati, N. (2022). Utiliziation AI for Socially Responsive Education as a Path to Inclusive Development. Journal of Artificial Intelligence and Development, 1(2), 69–78.
Thow, A. M., Verma, G., Soni, D., Soni, D., Beri, D. K., Kumar, P., Siegel, K. R., Shaikh, N., & Khandelwal, S. (2018). How can health, agriculture, and economic policy actors work together to enhance the external food environment for fruit and vegetables? A qualitative policy analysis in India. Food Policy, 77, 143–151.
Villafuerte, J., & Mosquera, Y. M. (2020). Teaching English language in Ecuador: A review from the inclusive educational approach. Journal of Arts and Humanities, 9(2), 75–90.
Waham, J. J., Asfahani, A., & Ulfa, R. A. (2023). International Collaboration in Higher Education: Challenges and Opportunities in a Globalized World. EDUJAVARE: International Journal of Educational Research, 1(1), 49–60.
Alén, E., Banerjee, B., & Gupta, B. (2017). Transformational Leadership and Creative Performance: A Dyadic Analysis of Salespeople and Their Supervisors. In Asian Journal of Business and Accounting (Vol. 10, Issue 1, pp. 201–233).
Alsharif, N. Z., Khanfar, N. M., Brennan, L. F., Chahine, E. B., Al-Ghananeem, A. M., Retallick, J., Schaalan, M., & Sarhan, N. (2019). Cultural sensitivity and global pharmacy engagement in the Arab world. American Journal of Pharmaceutical Education, 83(4), 7228.
Arachchige, U. S. P. R., & Sathsara, K. L. T. (2020). The impact of outbound training (OBT). International Journal of Scientific and Technology Research, 9(4), 377–380.
Asfahani, A., Abdurahman, A., Krisnawati, N., & Prusty, A. (2022). Innovative Solutions for AI Contribution in Developing Socially Inclusive Education for Children. Journal of Artificial Intelligence and Development, 1(2), 79–88.
Bakken, L., Brown, N., & Downing, B. (2017). Early Childhood Education : The Long-Term Benefits Early Childhood Education : The Long-Term Benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285
Booker, J. A., Ispa, J. M., Im, J., Maiya, S., Roos, J., & Carlo, G. (2021). African American mothers talk to their preadolescents about honesty and lying. Cultural Diversity and Ethnic Minority Psychology, 27(3), 521.
Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework.
Cycyk, L. M., & Hammer, C. S. (2020). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly, 52, 25–37.
Dover, A. G., & Rodriguez-Valls, F. (2018). Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms. International Journal of Multicultural Education, 20(3), 59–79.
García-Peñalvo, G. (2016). Future Trends in the Design Strategies and Technological Affordances of E-Learning. Springer, 1–23. https://doi.org/10.1007/978-3-319-17727-4
Gupta, T. (2018). Psychological management of bereavement among adolescents: A case series. Journal of Indian Association for Child and Adolescent Mental Health, 14(2). https://doi.org/10.1177/0973134220180208
Hartono, H., Putri, R. I. I., Inderawati, R., & Ariska, M. (2022). The strategy of science learning in curriculum 2013 to increase the value of science’s Program for International Student Assessment (PISA). Jurnal Penelitian Pendidikan IPA, 8(1), 79–85.
Hordvik, M., MacPhail, A., & Ronglan, L. T. (2020). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Teaching and Teacher Education, 88, 1–11. https://doi.org/10.1016/j.tate.2019.102969
Indah Sari, Anni Holila Pulungan, & Rahmad Husein. (2020). Students’ Cognition and Attitude in Writing Descriptive Text. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 2(1), 395–404. https://doi.org/10.33258/biolae.v2i1.210
Kasapa, A., & Gyan, C. (2023). Community Participation in Planning Social Infrastructure Delivery in Ghana’s Local Government: A Case Study of Shai Osudoku District. Journal of Development Policy and Practice, 24551333231165830.
Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430–445.
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1). https://doi.org/10.1080/02188791.2020.1758032
Lyman, F. T., Tredway, L., & Purser, M. (2023). Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue. In Contemporary Global Perspectives on Cooperative Learning: Applications Across Educational Contexts. https://doi.org/10.4324/9781003268192-12
Maheswaran, R., & KARTHIEKYAN, S. (2023). Synthesis, theoretical studies and viscosity correlations of ricinoleic acid based methyl ester soap solution. Indian Journal of Chemical Technology (IJCT), 30(3), 361–369.
Malhi, P., Menon, J., Bharti, B., & Sidhu, M. (2018). Cognitive development of toddlers: Does parental stimulation matter? The Indian Journal of Pediatrics, 85, 498–503.
Mâţă Liliana, Asfahani Asfahani, & Mariana Mariana. (2023). Comparative Analysis of Educational Policies: A Cross-Country Study on Access and Equity in Primary Education. EDUJAVARE: International Journal of Educational Research, 1(1), 19–28.
Matli, W., & Ngoepe, M. (2020). Capitalizing on digital literacy skills for capacity development of people who are not in education, employment or training in South Africa. African Journal of Science, Technology, Innovation and Development, 12(2), 129–139.
Mukherjee, S. (2018). Challenges to Indian micro, small scale and medium enterprises in the era of globalization. Journal of Global Entrepreneurship Research, 8, 1–19.
Nabilah Mokhtar, Lim Zhi Xuan, Lokman, H. F., & Noor Hayati Che Mat, N. H. C. M. (2023). Theory, Literature Review, and Fun Learning Method Effectiveness in Teaching and Learning. International Journal of Social Science and Education Research Studies, 03(08), 1738–1744. https://doi.org/10.55677/ijssers/v03i8y2023-30
O’Connor, J., Ludgate, S., Le, Q.-V., Le, H. T., & Huynh, P. D. P. (2023). Lessons from the pandemic: Teacher educators’ use of digital technologies and pedagogies in Vietnam before, during and after the Covid-19 lockdown. International Journal of Educational Development, 103(January), 1–10. https://doi.org/10.1016/j.ijedudev.2023.102942
Raikes, A., Koziol, N., Davis, D., & Burton, A. (2020). Measuring quality of preprimary education in sub-Saharan Africa: Evaluation of the Measuring Early Learning Environments scale. Early Childhood Research Quarterly, 53, 571–585.
Rao, N. V., Bhaskaran, V., & Nagendra, H. (2023). Can green tribunals help to resist neo-liberalism in environmental governance–The case of India. Land Use Policy, 131, 106739.
Saha, M. (2023). English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh. Ampersand, 10, 1–9. https://doi.org/10.1016/j.amper.2022.100107
Sain, Z. H., Asfahani, A., & Krisnawati, N. (2022). Utiliziation AI for Socially Responsive Education as a Path to Inclusive Development. Journal of Artificial Intelligence and Development, 1(2), 69–78.
Thow, A. M., Verma, G., Soni, D., Soni, D., Beri, D. K., Kumar, P., Siegel, K. R., Shaikh, N., & Khandelwal, S. (2018). How can health, agriculture, and economic policy actors work together to enhance the external food environment for fruit and vegetables? A qualitative policy analysis in India. Food Policy, 77, 143–151.
Villafuerte, J., & Mosquera, Y. M. (2020). Teaching English language in Ecuador: A review from the inclusive educational approach. Journal of Arts and Humanities, 9(2), 75–90.
Waham, J. J., Asfahani, A., & Ulfa, R. A. (2023). International Collaboration in Higher Education: Challenges and Opportunities in a Globalized World. EDUJAVARE: International Journal of Educational Research, 1(1), 49–60.