Literaturnachweis - Detailanzeige
| Titel | Toward More Just Classroom Practices |
|---|---|
| Quelle | In: Young Children, 65 (2010) 1, S.88-89 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1538-6619 |
| Schlagwörter | Social Justice; Critical Theory; Early Childhood Education; Young Children; Equal Education; Culturally Relevant Education; Teaching Methods; Cultural Pluralism |
| Abstract | To address issues of equity with young children, early childhood educators must become interventionists. They must reconsider how they interact with children to identify the subtle ways that power structures classroom life and shapes children's identities. It is important to attend to the materials in the classroom to ensure that they are representative of multiple perspectives and offer children opportunities to rethink assumptions. Early childhood teaching for equity and social justice relies on two pedagogical approaches: (1) "culturally relevant teaching," which addresses equity more broadly; and (2) "critical pedagogy," which focuses on the educational experience of students from particular marginalized groups. In considering how to develop equity pedagogy for one's classroom, first identify the needs of the children. To develop the skills to engage all children in discussions about injustice and difference, it is often easiest to begin with the issues experienced by the children in the classroom. This article presents some actions to consider. (ERIC). |
| Anmerkungen | National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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