| Popis: |
This study, carried out in cooperation with Reggio Children and set within the European project CARE, presents a critical cultural approach to quality assessment. The increasing 'globalisation' of assessment measures, besides carrying undeniable advantages (Limlingan,2011), may lead to pitfalls, especially if the complexities of their cross-cultural use are not taken into account (Dahlberg, Moss & Pence, 2007, Tobin, 2005, Vandenbroeck & Peeters, 2014). Even tools with a solid theoretical and empirical background and widely spread internationally, cannot be considered culture-free, unavoidably reflecting values and methodological assumptions typical of their cultural cradle (Pastori & Pagani, forthcoming). This issue has received only marginal attention (Douglas, 2004, Fenech, 2011, Ishimine & Taylor, 2014, Mathers et al., 2007, Sheridan, 2007). This study aims at addressing this gap, focussing specifically on the CLASS (La Paro et al., 2012, Pianta et al., 2008). This study adopted a participatory approach and drew on the field of cross-cultural research. A mixed methods design was adopted. Italian ECEC experts and teachers were involved in focused observations and dialogues to compare their local-cultural pedagogy with the tool perspective. The qualitative exploration was complemented with a quantitative analysis of the tool, in order to test at statistical level its applicability and generalisability to the Italian ECEC context. Participants were informed of the goals of the study. Their voluntary consent was required. Qualitative and quantitative results combined challenge the taken for granted universality of the CLASS framework. This study offers interesting insights into a methodological and theoretical reflection on universal vs culture-related views on education and quality, and highlights the value of adopting a balanced critical-cultural approach to quality assessment |
