Rethinking Sponge Bob and Ninja Turtles: popular culture as funds of knowledge for curriculum co-construction.(Report): An article from: Australasian Journal of Early Childhood

This digital document is an article from Australasian Journal of Early Childhood, published by Early Childhood Australia Inc. (ECA) on March 1, 2011. The length of the article is 3746 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: CHILDREN'S INTEREST IN POPULAR culture was clear in my study of interests-based curriculum. Yet, perhaps unsurprisingly, it was a contentious site of curriculum co-construction. This article explores this tension. It argues that interpreting popular culture as 'funds of knowledge' might assist teachers to consider a different view of this interest and its potential for curriculum experiences. Examples from four-year-old children and their teachers at a sessional public kindergarten are discussed. Changes in teachers' understandings and practices related to popular culture, that may have transferability to other settings, are described.

Citation Details
Title: Rethinking Sponge Bob and Ninja Turtles: popular culture as funds of knowledge for curriculum co-construction.(Report)
Author: Helen Hedges
Publication:Australasian Journal of Early Childhood (Magazine/Journal)
Date: March 1, 2011
Publisher: Early Childhood Australia Inc. (ECA)
Volume: 36 Issue: 1 Page: 25(5)

Article Type: Report

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