Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities

Autor/inn/en	Christopher, Vicki; Turner, Michelle; Green, Nicole C.
Titel	Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities
Quelle	In: Education Sciences, 12 (2022), Artikel 40 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Christopher, Vicki) ORCID (Turner, Michelle)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teacher Attitudes; Foreign Countries; Social Justice; Preschool Teachers; Rural Areas; Teacher Role; Student Diversity; Teaching Methods; Futures (of Society); Faculty Development; Instructional Leadership; Preservice Teacher Education; Educational Environment; Videoconferencing; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Soziale Gerechtigkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Rural area; Ländlicher Raum; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Instruction; Leadership; Bildung; Erziehung; Führung; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien
Abstract	Early childhood education and care (ECEC) in Australia has long been associated with the concept of social justice, however, a clear understanding of what it looks like across diverse services and communities is not available. This article reports the process of inquiry, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the state of Queensland. Data were collected through individual semi-structured interviews with five educators from rural and remote settings identified as areas experiencing significant growth in population diversity. An initial thematic analysis of the data revealed three key themes. A secondary analysis using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The research is important in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying future research possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01