Recognition and Resistance of Settler Colonialism in Early Childhood Education: Perspectives and Implications for Black, Indigenous, and Teachers of Color

Autor/inn/en	Lees, Anna; Vélez, Verónica; Laman, Tasha Tropp
Titel	Recognition and Resistance of Settler Colonialism in Early Childhood Education: Perspectives and Implications for Black, Indigenous, and Teachers of Color
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 6, S.1073-1091 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lees, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1891319
Schlagwörter	Early Childhood Education; Minority Group Teachers; Early Childhood Teachers; Resistance (Psychology); Decolonization; Colonialism; Transformative Learning; Praxis; Social Justice; Teacher Education; Indigenous Knowledge; Models; Social Action; Curriculum + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Resistenz; Dekolonisation; Entkolonialisierung; Kolonialismus; Pädagogische Transformation; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Analogiemodell; Soziales Handeln; Curricula; Lehrplan; Rahmenplan
Abstract	In this article, we utilize the Transformational Indigenous Praxis Model (TIPM) to analyze interviews from beginning teachers and teacher candidates in early childhood education who identify as Black, Indigenous, or People of Color (BIPOC). Findings revealed that participants developed a degree of consciousness to name the settler-colonial constructs that impacted their practice, but their understanding was not enough to overcome such conditions. We conclude with recommendations to support teachers enacting transformational praxis by generating opportunities to collectively develop antidotes to contexts of standardization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01