Preparing Teachers of Young Children to be Social Justice-Oriented Educators

摘要: University-based teacher education program curricula vary widely across the United States, yet some programs share a commitment to prepare preservice students from an explicitly social justice perspective. This chapter begins with overview of approaches and concerns that fall under umbrella justice-oriented education. Then, two broad commitments such are explored in detail: (1) it is important for teachers assume capacity—rather than deficit—orientation young children, their families, communities; (2) develop knowledge oppression, keen eye inequity as functions schools, equity pedagogy. Next, I describe pedagogical used one program: inquiry multilevel–multicultural instructional planning; detail how these help educators teach The concludes by outlining theoretical framework researching classroom-based practices graduates programs.