Global South Approaches to Bilingual and Early Childhood Teacher Education: Disrupting Global North Neoliberalism

Autor/inn/en	Saavedra, Cinthya M.; Pérez, Michelle Salazar
Titel	Global South Approaches to Bilingual and Early Childhood Teacher Education: Disrupting Global North Neoliberalism
Quelle	In: Policy Futures in Education, 16 (2018) 6, S.749-763 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317751271
Schlagwörter	Neoliberalism; Bilingual Education; Early Childhood Education; Teacher Education Programs; Foreign Policy; Cultural Differences; Teacher Educators; College Faculty; Teacher Role; Teacher Attitudes; Power Structure; Preschool Teachers; Feminism; Hispanic Americans; Self Concept; Teaching Methods; Educational Philosophy + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Außenpolitik; Kultureller Unterschied; Teacher education; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerrolle; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Feminismus; Hispanic; Hispanoamerikaner; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest reiteration, neoliberalism, have produced hegemonic discourses which have shaped the education of teachers in the fields of bilingual and early childhood education. We then share our "pláticas" about our global south approaches to teacher education. In doing so, we offer ways in which to make sense of our role as teacher educators in challenging and navigating dynamic, and often all-encompassing neoliberal systems of oppression within bilingual and early childhood teacher/education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01