| Abstract |
This phenomenological collaborative study (Creswell, 2013) examined the perspectives of early childhood education teachers (n = 16) regarding educational practices and policies essential for preparing learners for a globalized 21st century. While findings showed widespread opposition of current educational policies, particularly those prioritizing neoliberal economic goals through high-stakes standardized testing, participants opposed commodification of education. Instead, they supported decolonizing and culturally appropriate education (Adebisi, 2016), designed to equip learners with the skills necessary to thrive in the globalized 21st century. Among other preferred practices, participants embraced active, learner-centered, holistic, and locally contextualized education. Resultingly, this study recommends strongly replacing of the current decontextualized neoliberal-based education systems in Kenya and Nepal with context-based educational practices. |
, Lydiah Nganga 
