Literaturnachweis - Detailanzeige
Autor/in | Agarwal-Rangnath, Ruchi |
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Titel | Teaching for Social Justice in Early Childhood Classrooms: Developing Humanizing and Critical Spaces for Young Children |
Quelle | In: Multicultural Perspectives, 23 (2021) 4, S.197-205 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1521-0960 |
DOI | 10.1080/15210960.2021.1979406 |
Schlagwörter | Social Justice; Early Childhood Teachers; Elementary School Teachers; Elementary School Students; Grade 1; Grade 2; Multicultural Education; Teacher Attitudes Soziale Gerechtigkeit; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Multikulturelle Erziehung; Lehrerverhalten |
Abstract | In this article, you will read about three early childhood justice-oriented teachers and the ways in which they develop pedagogy and curriculum that is deeply invested in the histories of their students as well as inclusive of their voices and lived experiences. The goal of this article is to contribute to a growing body of scholarship on social justice in early childhood education by highlighting the intricate and complex ways teachers create practices and pedagogies to encourage young children toward developing critical perspectives and thinking critically about the world around them. (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 | 2024/1/01 |