A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

被引：11

作者：

Souto-Manning, Mariana ^{[1
]}

Falk, Beverly ^{[2
]}

Lopez, Dina ^{[2
]}

Cruz, Livia Barros ^{[1
]}

Bradt, Nancy ^{[1
]}

Cardwell, Nancy ^{[2
]}

McGowan, Nicole ^{[1
]}

Perez, Aura ^{[1
]}

Rabadi-Raol, Ayesha ^{[1
]}

Rollins, Elizabeth ^{[1
]}

机构：

[1] Columbia Univ, Teachers Coll, New York, NY 10027 USA

[2] CUNY, City Coll New York, New York, NY 10021 USA

来源：

CHANGING TEACHING PRACTICE IN P-20 EDUCATIONAL SETTINGS | 2019年 / 43卷

关键词：

DUAL LANGUAGE LEARNERS; LITERACY PRACTICES; PEDAGOGY; PRESCHOOL; TEACHERS; LESSONS; ENGLISH; SCHOOL;

D O I：

10.3102/0091732X18821122

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this review of research, we offer a meta-analysis of young children's learning and development within and across psychology, education, and linguistics. Engaging with Soja's concept of Thirdspace, we mapped young children's learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color-those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education's long history of inequities and oppressions.

引用

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页码：249 / 276

页数：28

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