TY  - CHAP
AB  - 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.
VL  - 9
SN  - 978-1-78714-153-7, 978-1-78714-152-0/1479-3636
DO  - 10.1108/S1479-363620170000009008
UR  - https://doi.org/10.1108/S1479-363620170000009008
AU  - Heydon Rachel
AU  - Zhang Zheng
AU  - Bocazar Beatrix
PY  - 2017
Y1  - 2017/01/01
TI  - Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum
T2  - Ethics, Equity, and Inclusive Education
T3  - International Perspectives on Inclusive Education
PB  - Emerald Publishing Limited
SP  - 189
EP  - 213
Y2  - 2024/04/25
ER  -