A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

Autor/inn/en	Souto-Manning, Mariana; Falk, Beverly; López, Dina; Barros Cruz, Lívia; Bradt, Nancy; Cardwell, Nancy; McGowan, Nicole; Perez, Aura; Rabadi-Raol, Ayesha; Rollins, Elizabeth
Titel	A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education
Quelle	In: Review of Research in Education, 43 (2019) 1, S.249-276 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18821122
Schlagwörter	Interdisciplinary Approach; Equal Education; Early Childhood Education; Young Children; Child Development; Minority Groups; Teaching Methods; At Risk Students; Racial Bias; Social Bias; Inquiry; Learning Processes; Social Influences; Caring; Interpersonal Relationship; Culturally Relevant Education; Bilingualism; Language Usage + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kindesentwicklung; Ethnische Minderheit; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Learning process; Lernprozess; Sozialer Einfluss; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bilingualismus; Sprachgebrauch
Abstract	In this review of research, we offer a meta-analysis of young children's learning and development within and across psychology, education, and linguistics. Engaging with Soja's concept of "Thirdspace," we mapped young children's learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color--those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education's long history of inequities and oppressions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01