Fugitive Teacher Education: Nurturing Pedagogical Possibilities in Early Childhood Education

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-1 - Social Justice Teacher Education Programs

Abstract

This article argues for the necessity of fugitivity (Harvey & Moten, 2013) in teacher education to interrupt a regime of standardization in public education. Using a case study of teachers, teacher candidates, and teacher educators, we explore unsanctioned spaces for destabilizing co-optations of multiculturalism and social justice. We highlight how an unsanctioned learning community through a social justice education minor merged with an early childhood education program to propel a vision of teacher education that wrestles with economic inequality, poverty, corporate and state power, settler colonialism and imperialism, white supremacy, and struggles over place and territory. We share results from a qualitative case study that highlight ways participants developed critical curricula and pedagogies that work towards a postcolonial state (Battiste, 2000).

Authors

• Anna Lees, Western Washington University

• Verónica Nelly Vélez, Western Washington University