Embracing Postmodernism in Classroom Practice.

For full text: http://www.avetra.org.au/PAPERS%202001/mckay.pdf.

N

7

Caregiver Child Relationship; Child Abuse; Child Behavior; Child Care Occupations; Child Caregivers; Child Development; Child Psychology; Child Safety; Child Welfare; Competence; Competency Based Education; Cultural Awareness; Cultural Influences; Cultural Pluralism; Day Care; Day Care Centers; Developed Nations; Developmental Stages; Educational Practices; Educational Principles; Foreign Countries; Postmodernism; Postsecondary Education; Social Behavior; Student Attitudes; Vocational Education

One of the greatest dilemmas about implementing competency-based training in Child Studies, as prescribed by the Australian National Training Authority, is not what is stated in the training packages but what is left unsaid--the underlying assumptions. Issues such as cultural beliefs and attitudes are addressed, but generally only at the level of "variable." The culture ("other" culture) is considered as a variation within the framework of the competencies, but the cultural construction of the competencies themselves is not considered. Students in child studies classes should be taught to challenge the assumptions of the competencies by interrogating the underlying meanings of different practices, questioning the obvious, and being aware of the possibility of multiple understandings so that they can better understand and work with the children they will teach. For example, the instructor can present examples such as child abuse, immunization, "guiding" children, safety issues, and multiple interpretations of child behavior and challenge students to decide how they should be handled and what other interpretations they may not have considered. In this area of competency-based training, postmodernism and internationalization must be factored into classroom practice in order to inspire in students a spirit of inquiry and lifelong learning. (KC)

2002

ED456294