Commentary to Part II: Internationalising Early Childhood Education, or Embedding International Children into Local Contexts?
In this conclusion to the section on early years and primary education, Ingela Naumann emphasises that factors promoting internationalisation practices have emerged historically in quite different ways for the early years sector, when compared to the higher education field. She also highlights the critical point that early years education is often governed and funded by different state actors than other education phases, and that the purpose of the former can be quite different. All this affects how the drive for internationalisation is interpreted and implemented by early years providers. Ingela Naumann also stresses that increasing processes of marketisation may alter the ways internationalisation practices are manifested within the early years sector and the impact this has.
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