Megan Adams

The Relations between a "Push-Down" and "Push-Up" Curriculum: A Cultural-Historical Study of Home-Play Pedagogy in the Context of Structured Learning in International Schools in Malaysia.

Historically, ‘free play’ in many European heritage communities has been a valued practice. However, political imperatives have challenged these beliefs and necessitated a more academic curriculum to raise standards, resulting in a ‘push-down’ curriculum. By contrast, many Asia-Pacific communities have increasingly included play in their curricula and discussed the benefits of imagination and creativity. Contradictions and tensions associated with the differing perspectives on the value of play present themselves when families move countries. This is evident in some international schools, where a diversity of families and differing play and academic practices interact. In order to understand this complex problem, cultural-historical theory was drawn on to investigate three expatriate families as the children transitioned into a Malaysian international school context. An analysis of digital video recordings (90 hours) of everyday life of the children at home and in school, and interview data of parents and teachers, found that an increase in a child’s academic competence was associated with a change in motive orientation in the family home from play to learning. Unexpectedly, play practices in the home turned into academic learning activities, which the authors have termed a ‘push-up’ curriculum, supporting the learning agenda of the international schools.

International Transitions: Generating Subjective Sense and Subjective Configuration in Relation to the Development of Identity

ABSTRACT This article provides an in-depth examination of the emerging identity of a 5-year-old child during her international transition from Saudi Arabia to Malaysia. Observations of the child’s everyday life at home and school, alongside interviews with the child’s mother and teacher, enabled an understanding of the dynamic relation between past, current, and future events. The process of forming a new friendship foregrounded shared motives, emotions, and actions that ameliorated a transitional crisis and supported the child during this international transition.