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Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum

Ethics, Equity, and Inclusive Education

ISBN: 978-1-78714-153-7, eISBN: 978-1-78714-152-0

ISSN: 1479-3636

Publication date: 9 May 2017

Abstract

Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that places the ethical relation at the center and promotes children’s rights through opportunities for multimodal communication. Theoretically, this case drew on multimodal literacy and ethical curricula. The study used ethnographic tools such as class observations, semi-structured interviews, and collection of children’s work. Findings indicate that responsive, ethical curricula through multimodal pedagogies were intrinsically inclusive of all children’s funds of knowledge and encouraged children to become curricular informants and take control of their choices of meaning making.

Keywords

Citation

Heydon, R., Zhang, Z. and Bocazar, B. (2017), "Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum", Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Vol. 9), Emerald Publishing Limited, Bingley, pp. 189-213. https://doi.org/10.1108/S1479-363620170000009008

Publisher

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Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited