Document Type
Article
Publication Date
2019
Keywords
early childhood education, fugitivity, social justice, teacher education
Abstract
This article argues for the necessity of fugitivity in teacher education to interrupt and subvert the current regime of standardization in public education. Centering the voices of teachers and teacher candidates, this qualitative case study explores the importance of unsanctioned spaces for destabilizing co-optations of multiculturalism and social justice in teacher education. Findings suggest conceptual and practical possibilities for developing critical curricula and pedagogies in early childhood teacher education that work towards a postcolonial state.
Publication Title
The Educational Forum
Volume
83
Issue
3
First Page
309
Last Page
324
DOI
https://doi.org/10.1080/00131725.2019.1599658
Required Publisher's Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in The Educational Forum on 31 May 2019, available online: http://www.tandfonline.com/10.1080/00131725.2019.1599658
Recommended Citation
Anna Lees & Verónica N. Vélez (2019) Fugitive Teacher Education: Nurturing Pedagogical Possibilities in Early Childhood Education, The Educational Forum, 83:3, 309-324, DOI: 10.1080/00131725.2019.1599658
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Rights Statement
http://rightsstatements.org/vocab/InC/1.0/
Language
English
Format
application/pdf