Multiliteracies in Prior-to School Education: Resisting the Push-Down Curriculum
A 'push-down curriculum' from schools exerts pressure on early childhood educators to formalise teaching of English print literacy. This can subvert play-based emergent literacy learning and marginalise children who are different from cultural 'norms'. This paper is a literature review for research to be conducted into how meaning making practices from home may be either erased or encouraged by schooling. Constructing young children as 'already competent communicators in their social worlds' 1 transforms teachers' roles from knowledge transmitters to cultural brokers 2, building communities of practice 3 that allow children to move between subjugated literacies and the language and literacies of power.
International Journal of Learning