Black Skin, White Theorists: Remembering Hidden Black Early Childhood Scholars

Autor/in	Broughton, Anthony
Titel	Black Skin, White Theorists: Remembering Hidden Black Early Childhood Scholars
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 1, S.16-31 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broughton, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120958101
Schlagwörter	Teacher Education Programs; Culturally Relevant Education; Early Childhood Education; African American Students; Preschool Children; Educational Theories; Critical Theory; Child Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational theory; Theory of education; Bildungstheorie; Kritische Theorie; Kindesentwicklung
Abstract	As US schools become increasingly diverse, the population of teachers who serve them remains predominantly homogeneous. Teacher preparation programs must prepare pre-service teachers to draw from multicultural perspectives or multiple ways of knowing if they truly intend to cultivate effective culturally responsive educators. This article presents a clarion call for the remembering of hidden Black intellectual thoughts on early childhood, while reconceptualizing and expanding conceptions of foundational educational theorists in the field. The findings demonstrate that both the teacher educator and students developed and enhanced their cultural competence and critical consciousness. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01