Future child

Contemporary Global Trends: Globalization, Multiculturalism, High-Technology, Knowledge and Information Age

Major influences: Culture & Knowledge

Possible benefits and risks

Implications and provision

Unifying and Integrating of the Globe

respect beliefs and behaviours/ acknowledge differences/ encourage contribution (Rosado, 1996)• Te Whariki: first bicultural curriculum statement

in New Zealand

Major flow: integrate, unify multiple views and heterogeneities

Transform multiple world into a single world (Kennedy, 2006)

Examples: popular culture, multinational companies

Cultural assimilation

Develop multifaceted views

Strengthen sense of equality

Capacity to embrace diverse culture, traditions, values, and beliefs

Extinction of minor culture

Weakness of diversity

Monotonous and mundane society

Loss of uniqueness and creativity

Acknowledge genuine multicultural approach

Accept, respect, value differences but with innate cultural identity

Curriculum reform: global changes into traditional paradigm (paradigm shift)

(Zhu, 2008)

New cultures within a global context(Glocalization) (cited in Kennedy, 2006)

Multicultural literatures:

multicultural texts, songs, arts, and so on

Critical pedagogy

high-technology mass media the Internet

Reconceptualise school curriculum

Create contexts for learning and development of children

New way of thinking and learning

Rich learning environments

One-sided developmental approach: rational and intellectual skills

Violence Consumer culture Internet addiction(Gibbons, 2007)

Value of knowledge, Science and Technology

Incorporation of technologies in learning environments

Holistic educational approach - ethical,spiritual and emotional development

New pedagogical curriculums : create opportunities to extend knowledge and to expand inquiry skills

Strengthen holistic development for young children

Introduction of ICT learning systems

Arts and aesthetic education

Strengthen multicultural education practices

Provide suitable pedagogical paradigm

Necessity to adapt ICT education

Critical practices and curriculums for holistic development