Teaching for Social Justice in Early Childhood Classrooms: Developing Humanizing and Critical Spaces for Young Children

Autor/in	Agarwal-Rangnath, Ruchi
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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