Literaturnachweis - Detailanzeige
| Autor/inn/en | Lees, Anna; Vélez, Verónica N. |
|---|---|
| Titel | Fugitive Teacher Education: Nurturing Pedagogical Possibilities in Early Childhood Education |
| Quelle | In: Educational Forum, 83 (2019) 3, S.309-324 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| DOI | 10.1080/00131725.2019.1599658 |
| Schlagwörter | Teacher Education Programs; Early Childhood Education; Public Education; Social Justice; Culturally Relevant Education; Social Bias; Racial Bias; Academic Standards; High Stakes Tests; Accountability; Preservice Teachers; Alumni; Transformative Learning; Interpersonal Competence; Holistic Approach; Networks; Student Attitudes |
| Abstract | This article argues for the necessity of fugitivity in teacher education to interrupt and subvert the current regime of standardization in public education. Centering the voices of teachers and teacher candidates, this qualitative case study explores the importance of unsanctioned spaces for destabilizing co-optations of multiculturalism and social justice in teacher education. Findings suggest conceptual and practical possibilities for developing critical curricula and pedagogies in early childhood teacher education that work towards a postcolonial state. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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