Progressive Teachers of Young Children: Creating Contemporary Agents of Change
Date
2015
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Peter Lang International Academic Publishers
Volume
Number/Issue
Starting Page
293
Ending Page
308
Alternative Title
Abstract
This chapter describes how an early childhood teacher education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Adams, Patty Smith Hill, and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become “transformative intellectuals” (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early childhood education (ECE), which has been rapidly narrowing toward academic readiness and standardization of children and programs due to No Child Left Behind legislation and the Race to the Top competition for federal funds.
Description
Modified from original accepted manuscript version to conform to ADA standards.
Keywords
Citation
Adler, S.M. & Iorio, J.M. (2015) Progressive Teachers of Young Children: Creating Contemporary Agents of Change. In M.Y. Eryaman and B.C. Bruce (Eds.), International Handbook of Progressive Education. Peter Lang, pp. 293-308.
Extent
18 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.