"Everything Could Be Just as Equal:" Working-Class Teachers in Privileged Nursery Schools

Autor/in	Garavuso, Vicki
Titel	"Everything Could Be Just as Equal:" Working-Class Teachers in Privileged Nursery Schools
Quelle	In: Equity & Excellence in Education, 40 (2007) 1, S.67-76 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Females; Student Teaching; Preschool Children; Early Childhood Education; Working Class; Minority Groups; Minority Group Teachers; Social Class; Social Influences; Student Teacher Attitudes; Feminism; Teaching Conditions; Teacher Student Relationship; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Teaching practice; Unterrichtspraxis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Arbeiterklasse; Ethnische Minderheit; Social classes; Soziale Klasse; Sozialer Einfluss; Feminismus; Lehrbedingungen; Unterrichtsbedingungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative study offers an interpretation of the reported experiences of three working-class women of color who had just completed their student teaching placements in fulfillment of requirements for their Bachelor of Science degrees in Early Childhood Education. These working-class women's perspectives, traditionally underrepresented in the canon of teacher education, are examined through a feminist-pragmatist lens to uncover modes of action and reflection that support larger shared inquiry, experience, and discourse. Hopefully this work will make working-class teacher candidates' constructions of child care/education settings and practices more visible as a politics of knowledge (Lather, 1991) and will advance and focus conversations concerning self-identity and power relations in early childhood settings. (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10