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

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

Included in

Education Commons

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