The curriculum as ‘folding’ democratic practice

The curriculum as ‘folding’ democratic practice

In today’s multilingual world, with approximately 7,000 spoken or signed languages, at least half of the global population is bilingual. Reflecting this diversity, Australia’s population is remarkably multicultural, with 29.5% born overseas and nearly 250 languages spoken in homes. This linguistic richness calls for an educational framework that mirrors these realities. In response, the English as an Additional Language (EAL) curriculum in Australia is at a crucial juncture, where it must bridge monolingual norms (e.g., Standard Australian English) with the multilingual realities of classrooms.

Drawing on Deleuze, Dewey, and Bill Green’s “curriculum as practice,” our research introduces the concept of “curriculum as ‘folding’ democratic practice”. This holistic, fluid, and processual approach, premised on the lived experiences of 16 immigrant EAL teachers, underscores the need for a more responsive and democratic educational framework.

Assembling Theory and Practice: A Democratic Approach

In “curriculum as ‘folding’ democratic practice”, John Dewey’s focus on experiential learning complements Deleuze’s concept of the “fold,” shaping a curriculum that is fluid, multifaceted, experimental, and responsive to linguistic and cultural diversity. Teachers use their lived experiences to shape a dynamic, evolving learning environment, akin to origami, where each fold represents collaborative interactions between students and educators.

Transcending Traditional Boundaries: Teachers’ Narratives

Incorporating the lived experiences of teachers from diverse backgrounds, our study highlights the transformative potential of a curriculum that transcends traditional, rigid frameworks. These educators, through their critical reflections and navigation of the complexities of language learning and teaching in various cultural contexts, offer invaluable insights into creating a responsive and inclusive educational environment. Their perspectives underscore the importance of embracing flexibility and cultural diversity to enhance the democratic educational experience for all students.

Jasha – bringing text to life with visualisation

For instance, Jasha’s early encounters with the English language were far from inspiring. Growing up in the USSR, she described her lessons as “boring texts to read, boring lessons on grammar, no listening and no speaking”. However, a transformative moment came when she volunteered to accompany a teacher to a bookshop when she was in year VIII and discovered Oscar Wilde’s “The Picture of Dorian Gray”. This book ignited her passion for English, leading her to adopt a more student-centred philosophy in her teaching in a transnational context.

Today, Jasha emphasizes fairness, equality, mutual respect and cultural responsivity in her classroom, recognizing the global diversity inherent in the English language onshore and offshore. She uses a method called visualisation, encouraging students to see a text and be part of the story. This makes English more relatable and memorable. For example, with the “boring, Eurocentric lesson on railway journeys” in “Language Leader”, she asks students to imagine being on a train, recalling scenes from “Harry Potter”, and enjoying the “view”:

And suddenly the most boring reading (and it is really really boring!!!) comes alive.  (Jasha)   

This approach brings the text to life and fosters lively class discussions about cultural concepts of a “journey” and “destination”.   

Janaki – including cultural elements in student engagement

Janaki transformed a curriculum-mandated employment project into a charity event that raised over $1,000 for the Save the Children Foundation through activities like a garage sale and morning tea. While these are common in Australia, Janaki encouraged her refugee students to incorporate cultural elements from their home countries into the event’s planning and execution. Reflecting on this, she remarked, “This experience showed me how capable the student cohort is when it comes to collaborating across cultural differences to achieve impactful results”. The initiative not only fostered student deep engagement but also promoted intercultural identity development through profound experiential learning.

The Fold of English Learning and Professional Becoming

Frida and Natalie – learning through playful interactions The journey of English language learning for these teachers often began with playful, informal interactions. Frida, from the Philippines, fondly recalled playing language games like “Pictionary” and “Scrabble” with her grandmother, which nurtured her love for English. She also immersed herself in reading borrowed books from “a neighbour” and “the local library”. Similarly, Natalie from Bangladesh was captivated by her father’s translanguaging storytelling, particularly his renditions of “Paradise Lost” by John Milton, especially the line, “জাগো, ওঠো না হলে চিরতরে পড়তে থাকো”, (“Awake, arise or be for ever fall’n”). These affective familial and cultural contexts served as rich, informal educational platforms, aligning with Deleuzian concepts of becoming and multiplicity, where learning evolves through diverse, non-linear pathways both within and beyond the learner.

Mahati –

In Australia, the personal and professional education of these teachers further shaped their understanding and practice of the curriculum. Mahati, originally from India, experienced a stark contrast between the rigid educational frameworks overseas what Australian curriculum and the more communicative, student-centred approach in Australia. During her TESOL teaching practice rounds at the Western English Language School, she embraced innovative teaching techniques that significantly differed from her experiences in India and Uganda, as well as from the monologic curricula in Australia. This exposure enabled her to critically reflect and further  adapt her methods to better meet the multilingual and intercultural needs of her students, thereby developing her own hybrid professional becoming (identity). In this context, Mahati also intertwined her knowledge of English literature and grammar into her teaching practice. For instance, she often incorporated insights from T.S. Eliot, particularly his idea about the importance of recursive interpretation, to deepen students’ understanding of texts and their meanings.

“He said, every time I read something again and again, I find new meaning and new beauty in that.” (Mahati)

To enhance understanding, she connected this to the Urdu terms “ شاعر” (shayar/shaa’ir: poet) and “ “شاعری (shayari: poetry). This approach not only leveraged the full linguistic repertoire of the multilingual learners but also amplified their affective connection with the material.

Ling Ling and Becca –

Ling Ling, influenced by her Chinese, Japanese, and English background, emphasizes teaching both culture and language, stating, “I am teaching the ‘culture’ as well as the language”. Similarly, Becca interweaves grammar into communicative, student-centered methods, explaining, “Grammar is a tool for effective communication, not the main goal,” transforming traditional exercises into interactive, engaging and affective activities that enrich the learning process.

Summary

The personal journeys of these English teachers highlight the transformative power of a responsive EAL curriculum. By leveraging their lived experiences and adopting culturally responsive strategies, they have enhanced both the enjoyment and effectiveness of language learning, shifting from traditional to learner-centered practices. This underscores the role of ethical, dialogic teaching in enriching education.

Looking ahead, the concept of “curriculum as ‘folding’ democratic practice” provides a framework for fostering intercultural and cosmopolitan development – an ongoing, evolving process of shaping education through inclusive, differentiated and dynamic methods that interlace diverse perspectives and experiences, fostering democratic learning environments. By adapting to the diverse experiences of teachers and students, the curriculum can transcend traditional boundaries and create an inclusive, democratically engaged learning environment.

At its core, teachers’ narratives point to the potential for reform in Australia’s educational landscape. Drawing on Dewey’s democratic education and Deleuze’s philosophy, a non-linear, decentred curriculum can celebrate linguistic and cultural diversity, preparing students for global participation. This study offers transformative EAL approaches with broader implications, suggesting that curricula rooted in multilingual and intercultural principles can promote inclusivity and enrich education across disciplines.

Key Messages

  • Curriculum as ‘Folding’ Democratic Practice: The blog presents a flexible, evolving approach to EAL education that incorporates diverse linguistic and cultural experiences.
  • Teacher Experiences as Catalysts for Transformation: Multilingual immigrant EAL teachers’ lived experiences are central to shaping a more responsive and inclusive curriculum.
  • Bridging Monolingual Norms with Multilingual Realities: The blog advocates for moving beyond monolingual norms to reflect Australia’s multilingual classroom realities.
  • Combining Deleuzian and Deweyan Philosophies: Entwining Deleuze’s ‘fold’ and Dewey’s experiential learning fosters a democratic, fluid, non-linear, and culturally inclusive approach to curriculum design.
  • Promoting Cosmopolitanism and Intercultural Learning: The blog emphasizes EAL education’s role in fostering intercultural understanding and world outlook among students.
Dr Nashid Nigar

Dr Nashid Nigar

Faculty of Education, University of Melbourne, Australia

Dr Nashid Nigar teaches at the Faculty of Education, University of Melbourne, and has diverse experience in English language and literacy teaching, academic writing, and teacher education. Her recently completed Ph.D. thesis, focusing on language teacher professional identity at Monash University, was graded as Exceptional—Of the highest merit, placing within the top 0.1% to fewer than 5% of international doctorates. Her ongoing research interests include language teacher professional identity and language/literacy learning and teaching.

Professor Alex Kostogriz

Professor Alex Kostogriz

Faculty of Education, Monash University, Melbourne, Australia

Professor Alex Kostogriz holds the esteemed position of Professor in Languages and TESOL Education within the Faculty of Education at Monash University. He currently serves as the Associate Dean (International) within the faculty. Alex’s ongoing research endeavors are centered around the professional practice and ethics of language teachers, as well as the realms of teacher education and the early experiences of novice educators.

Other blog posts on similar topics:

References and Further Reading

  1. Nigar, N., Kostogriz, A., & Mhilli, O. (2024). Curriculum as ‘folding’ democratic practice: Integrating Deleuzian and Deweyan philosophies with the lived experiences of English teachers. Curriculum Perspectives. https://doi.org/10.1007/s41297-024-00258-7

  2. Nigar, N., Kostogriz, A., & Gurney, L. (2024). Becoming an English language teacher over lines of desire: Stories of lived experiences. Australian Educational Researcher, 51, 1749–1770. https://doi.org/10.1007/s13384-023-00662-4

  3. Green, B. (2022). Understanding curriculum as practice, or on the practice turn(s) in curriculum inquiry. Curriculum Perspectives, 42(1), 77–83. https://doi.org/10.1007/s41297-022-00160-0

  4. Dewey, J. (1916). Democracy and education. The Macmillan Company.

  5. Deleuze, G. (1993). The fold: Leibniz and the baroque. University of Minnesota Press.

 

Harnessing Digital Technology as a Pedagogical Tool in Early Childhood Education

Harnessing Digital Technology as a Pedagogical Tool in Early Childhood Education

Children today are born into a world where digital technology is omnipresent and permeates all areas of their lives (O’Neill, 2018).  Yet one area which appears hesitant to embrace technology and harness the possibilities it can provide is the early childhood education sector (ECEC). 

Here in Ireland, the Department of Education and Skills (DES) has developed a digital strategy for primary and post-primary schools. This is fortified by a national support service which provides training and resources to support teachers in successfully incorporating technology in their educational practice. However, the DES has stopped short of recommendations for technology to enhance learning for children in ECEC and has instead recommended further research in this area (DES, 2020). 

Internationally, the European Commission has stated that 26 out of 38 countries included in their 2019 report are incorporating technology within their ECEC educational guidelines.  Ireland is not included in that list of 26 (European Commission, 2019).

From passive to active use of technology

Current research has found that young children are already proficient in digital technology use by the age of 3 years old (Marsh et al, 2015).  In addition, further research findings from the Growing up in Ireland longitudinal study report that technology is the most favoured form of play for 9-year-old children, more popular than reading a book or even playing with their friends (ESRI, 2021).

When considering technology, devices such as smartphones and tablets initially come to mind, but what if the foundations were laid at the ECEC stage for thinking about technology as much more than streaming animations, social media, and games?  An opportunity exists here for the introduction of technology as a developmentally appropriate pedagogical tool for ECEC children, many of whom are already technologically proficient, to open up the possibilities of technology for more than the aforementioned passive activities.  This knowledge could inform and expand children’s engagement with technology right through their educational lives.

Examples of active uses of technology

From an accessibility perspective, it is important to acknowledge that ECEC settings may have varying degrees of access to technology.  For example, access may be limited by resources, practitioner training, or funding, however, there are ways to incorporate technology which are both affordable and accessible and do not require a large investment.

Some simple methods for active uses of technology with ECEC children might include:

  • Examining bugs under a digital microscope.
  • Simple robotic sets.
  • Reflecting with children using photographs, video, and audio clips of them and their play.
  • Engaging with another setting as online “pen pals” via email or even video conferencing.
  • Invite parents who have an interesting job or story to tell into the setting via video conference.
  • Microphones for children to interview each other and listen back together.
  • Use an online tool such as Google Drawings to collaborate on artwork with family or with another setting.
  • Silent videos for children to narrate and act out.
  • Email and pictures from home – favourite food, my room, my favourite toy.
  • Search for recipes and order ingredients online, then cook together.

 

The future of technology in ECEC

Photo by Giu Vicente on Unsplash

But why stop there! Imagine the possibilities of the future and how they could have been so useful for children during the COVID-19 pandemic.  For example, so many children missed out on their final year in ECEC and the associated social and emotional preparation for their transition to primary education that would have been provided. 

What if augmented or virtual reality technology had been mainstream and accessible during that time.  Children could have engaged in a virtual walkthrough of their new primary school environment and had a meet and greet with their primary school teacher and even classmates. This may sound like a somewhat futuristic idea for ECEC, but who would have imagined 30 years ago the technologies which exist today? Such technologies may be expensive now, but like all new technology, surely they will become more affordable over time.

Moving forward, a 2021 report on the uses of technology in ECEC, both pre- and post-pandemic, has highlighted the need for policies and procedures to be developed to provide appropriate guidance for increased utilisation of technology within ECEC pedagogical practice (Organisation for Economic Co-operation and Development (OECD), 2021).  This is reflective of the current lack of direction on technology within the ECEC curriculum in Ireland’s Aistear curriculum and Síolta quality frameworks. Although notably, the National Council for Curriculum and Assessment (NCCA) are currently engaged in a project to update the Aistear curriculum framework which will hopefully address this gap in an Irish context.  The OECD (2021) has also recommended the provision of practitioner training and the development of age-appropriate tools to further support the effective incorporation of technology in ECEC pedagogical practice. Of course, there are practical concerns that must be considered, such as ensuring that a balance is struck between engaging with technology for pedagogical use and avoiding an excess of screen time, as suggested by Finnish pedagogues (OECD, 2021). Additionally, we must ensure that the ECEC curriculum does not become dependent on technology so that those who do not have equitable access to technological tools are not disadvantaged. However, such issues further underpin the importance of developing and providing relevant training for ECEC professionals, appropriately embedding technology within the curriculum and quality frameworks, and considering the possibilities of technology in broader terms beyond merely smartphones, tablets, search engines, and streaming apps.

 

Other blog posts on similar topics:

Paula Walshe

Paula Walshe

ECEC Trainer and FET Assessor

Paula Walshe is an ECEC trainer and placement assessor in the further education and training sector and a freelance writer. She currently holds a BA (Hons) in Early Childhood Education and will complete her studies for a Master’s Degree in Leadership for ECEC in 2022. Paula has extensive ECEC experience in both pedagogical practice and ECEC management. You can learn more about Paula’s work at her website (www.thedigitalearlychildhoodeducator.ie), where she writes a weekly blog on current topics in Early Childhood Education and Care in Ireland and provides useful professional and academic resources for students and professionals in this sector.

LinkedIn: Paula Walshe

Paula and an ECEC colleague have also established a Twitter page @ECEQualityIrl – a community of professionals sharing ideas and knowledge on all things quality, pedagogy, and professional practice in ECEC in Ireland.

References and Further Reading

Department of Education and Skills. (2019). Digital Learning Framework for Primary Schools. Dublin: Stationery Office. https://www.dlplanning.ie 

DES. (2017). Síolta the National Quality Framework for Early Childhood Education. Dublin: Early Years Education and Policy Unit. https://siolta.ie/manuals.php 

DES. (2020). Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts. Dublin: Stationery Office. https://www.gov.ie/en/publication/c0053-digital-learning-2020-reporting-on-practice-in-early-learning-and-care-primary-and-post-primary-contexts/ 

ESRI. (2021). Growing Up in Ireland, National Longitudinal Study of Children: The lives of 9 year olds of cohort ‘08. Dublin: ESRI. https://www.esri.ie/publications/growing-up-in-ireland-the-lives-of-9-year-olds-of-cohort-08 

European Commission. (2019). Key Data on Early Childhood Education and Care in Europe – Eurydice Report 2019. Luxembourg: Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/key-data-early-childhood-education-and-care-europe-–-2019-edition_en 

Marsh, J. 2014. The Relationship Between Online and Offline Play: Friendship and Exclusion. In Children’s Games in the New Media Age, edited by A. Burn and C. Richards, 109–134. London: Ashgate. https://www.researchgate.net/publication/303572020_The_relationship_between_online_and_offline_play_friendship_and_exclusion

National Council for Curriculum Assessment. (2009). Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA. https://ncca.ie/media/4151/aistear_theearlychildhoodcurriculumframework.pdf 

O’Neill, S. (2018). Technology Use in Early Learning and Care: A Practice Dilemma. ChildLinks: Children and the Digital World, Barnardo’s, Issue 3, 2018. https://shop.barnardos.ie/products/ebook-childlinks-children-and-the-digital-world-issue-3-2018 

OECD. (2021). Using Digital Technologies for Early Education during COVID-19:  OECD report for the G20 2020 Education Working Group. Paris: OECD Publishing. https://www.oecd-ilibrary.org/education/using-digital-technologies-for-early-education-during-covid-19_fe8d68ad-en