scholarly journals Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education

2021 ◽  
Author(s):  
Adam S. Kennedy
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Early Childhood ◽  
Gender Diversity ◽  
Early Childhood Teacher ◽  
Preparation Programs ◽  
Holistic View ◽  
Knowledge And Skills ◽  
Trans People ◽  
Teaching Responsibilities

This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals.

scholarly journals "Why nobody told me and why it would have been impossible to do so until now" : an autoethnographic inquiry into teaching and learning towards social justice in early childhood teacher education

2021 ◽  
Author(s):  
Katrina Ramnarase
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Early Childhood ◽  
Transformative Learning ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Personal Narratives ◽  
Early Childhood Teacher ◽  
Primary Data ◽  
Early Childhood Teacher Education

In this paper, a personal narrative autoethnographic methodology is used to begin mapping a transformative learning journey towards teaching and learning for social justice in early childhood teacher education. In autoethnography, personal lived experience is the primary source of data. This inquiry explores two stories of personal transformative learning using a journey metaphor to structurally frame the inquiry. Through a process of writing as inquiry (Richardson, 2003) and emotional introspection (Ellis, 1991) and using a conceptual framework based on postmodern perspectives, this autoethnographic research paper reveals the steps toward critical consciousness (Freire, 2006) taken by the author/researcher-a student in early childhood teacher education-as she uses personal narratives of lived experience in early childhood teacher education as primary data to explore the implications of this transormative learning process to explore themes around teaching and learning towards social justice in early childhood teacher education programs.

scholarly journals "Why nobody told me and why it would have been impossible to do so until now" : an autoethnographic inquiry into teaching and learning towards social justice in early childhood teacher education

2021 ◽  
Author(s):  
Katrina Ramnarase
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Early Childhood ◽  
Transformative Learning ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Personal Narratives ◽  
Early Childhood Teacher ◽  
Primary Data ◽  
Early Childhood Teacher Education

In this paper, a personal narrative autoethnographic methodology is used to begin mapping a transformative learning journey towards teaching and learning for social justice in early childhood teacher education. In autoethnography, personal lived experience is the primary source of data. This inquiry explores two stories of personal transformative learning using a journey metaphor to structurally frame the inquiry. Through a process of writing as inquiry (Richardson, 2003) and emotional introspection (Ellis, 1991) and using a conceptual framework based on postmodern perspectives, this autoethnographic research paper reveals the steps toward critical consciousness (Freire, 2006) taken by the author/researcher-a student in early childhood teacher education-as she uses personal narratives of lived experience in early childhood teacher education as primary data to explore the implications of this transormative learning process to explore themes around teaching and learning towards social justice in early childhood teacher education programs.

scholarly journals Public Health and Early Childhood Education: An Analysis of Chinese Pre-service Teachers’ Reflections During the COVID-19 Pandemic

2021 ◽  
Vol 6 ◽  
Author(s):  
Wing Yee Lo
Keyword(s):  
Public Health ◽  
Teacher Education ◽  
Early Childhood ◽  
Health Education ◽  
Teacher Education Program ◽  
Public Health Education ◽  
Early Childhood Teacher ◽  
Personal Hygiene ◽  
Public Health Perspective ◽  
Teachers Beliefs

The purpose of this study was to investigate Chinese pre-service kindergarten teachers’ beliefs and behaviors inherent to a public health perspective in the time of coronavirus disease (COVID-19) pandemic. The study intended to deepen our understanding of the contextual factors that may influence their future implementation of public health education in early childhood settings. Forty-five participants were recruited from an early childhood teacher education program, with the majority (n = 41) reporting that they lived through the strict restrictions in different regions of China during the initial COVID-19 outbreak. Data were collected via a reflective writing task from an online course. The results indicated an increasing awareness of public health among the participants due to the COVID-19 crisis. Their personal hygiene behaviors included personal protection, cleaning, disinfection, physical distancing, avoidance, and ventilation. The pandemic also changed pre-service teachers’ beliefs about the importance of public health education. Although the participants seemed to have positive attitudes toward public health education, evidence of their limitations of knowledge and skills was further exposed in their ideas for teaching health-related topics. When there is a need to strengthen public health education in the ongoing fight against COVID-19, this paper calls for a refocus in pre-service teacher education to improve public health outcomes for young children.

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