Early Childhood Teacher Education for Social Justice and Equity: A Qualitative Metasynthesis

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Taking Up Social Justice in Preservice Teacher Education (Table 34)

Abstract

This paper reports on a qualitative metasynthesis, a systemic review of the early childhood teacher education literature that explores what teacher educators have been doing to shift the curriculum away from developmental perspectives to more critical approaches where future teachers are equipped with a theoretical and pedagogical toolkit to help them address the relations of power enacted in the classroom.

Authors

• Sharon Ryan, Rutgers University

• Susan J. Grieshaber, La Trobe University