Feminist Pedagogy in Early Childhood Teachers' Education

Autor/in	Ziv, Haggith Gor
Titel	Feminist Pedagogy in Early Childhood Teachers' Education
Quelle	In: Journal of Education and Training Studies, 3 (2015) 6, S.197-211 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Feminism; Educational Practices; Teaching Methods; Early Childhood Education; Teacher Education; Theory Practice Relationship; Social Justice; Critical Thinking; Social Class; Career Change; Transformative Learning; Disadvantaged Youth; Consciousness Raising; Curriculum Development; Power Structure; Personal Narratives; Student Empowerment; Females; Participant Observation; Israel + Suchen Sie Ihr Suchwort? Ausland; Feminismus; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Soziale Gerechtigkeit; Kritisches Denken; Social classes; Soziale Klasse; Career changes; Berufswechsel; Pädagogische Transformation; Benachteiligter Jugendlicher; Bewusstseinsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erlebniserzählung; Studienberechtigung; Weibliches Geschlecht; Teilnehmende Beobachtung
Abstract	This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that encourage critical thinking, social critique and questioning of the social order that continues to stratify young children into the social class of their birth. The article explains the principles that guide my work as an educator in an Israeli teacher's college and how I seek to expose students to ideas and concepts like the meaning of a feminine career choice, the potential to transform acquired perceptions, practice in marginalized communities, personal and political narratives and opportunities for resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01