Empowering Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change
Date
2012
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IGE Global
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242
Ending Page
255
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Abstract
This chapter illustrates how an online early childhood teacher education program using Socratic inquiry methods inspires students to challenge habituated assumptions in the field. Academic pushdown, teacher identity, standardization, and developmentally appropriate practice are central assumptions in ECE that students challenge in their blogs and discussion board postings. The program goal is to empower students to become transformative intellectuals (Giroux, 1988) and ultimately agents of change. Student writing illustrates how students have begun the process of challenging assumptions, identifying multiple perspectives on critical issues, and articulating arguments based on self-reflection and critical analysis.
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Modified from original accepted manuscript version to conform to ADA standards.
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Citation
Adler, S.M. and Iorio, J.M. (2012). Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change. In J. Faulkner (Ed.) Disrupting Pedagogies and Teaching the Knowledge Society: Countering Conservative Norms with Creative Approaches. IGE Global, pp. 242-255.
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22 pages
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Chapter 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.
Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
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