"It Will Be Hard, but It Will Be Worth the Fight": Narratives of Preschool Teachers on Teaching for Social Justice

Autor/inn/en	Park, Koeun; Burbank, Mary D.; Goldsmith, Melissa M.; Spikner, Jennifer
Titel	"It Will Be Hard, but It Will Be Worth the Fight": Narratives of Preschool Teachers on Teaching for Social Justice
Quelle	In: Early Childhood Education Journal, 51 (2023) 8, S.1489-1498 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Koeun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01402-6
Schlagwörter	Preschool Teachers; Personal Narratives; Social Justice; Influences; Program Implementation; Young Children; Racism; Race; Beliefs; School Culture; Montessori Method; Curriculum; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Erlebniserzählung; Soziale Gerechtigkeit; Influence; Einfluss; Einflussfaktor; Frühe Kindheit; Rassismus; Rasse; Abstammung; Belief; Glaube; Schulkultur; Schulleben; Montessori pedagogics; Montessori-Pädagogik; Curricula; Lehrplan; Rahmenplan
Abstract	Ladson-Billings (2014) asserts educators often fail to carry out a critical form of culturally relevant pedagogy (CRP) by neglecting the development of sociopolitical consciousness and attending to limited understandings of "culture." Using narrative inquiry, this study explored preschool teachers' narratives on various factors which influenced their implementation of CRP with an emphasis on sociopolitical consciousness development by engaging young children in lessons on racism and racial justice. Our findings indicate that teachers' beliefs and commitments, social justice driven school culture, and a flexible Montessori curriculum contributed to their implementation of CRP in order to teach for social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01