Content and Critical Discourse Analysis of Course Descriptions for Early Childhood Guiding and Managing Courses

• In Event: Critical Issues Regarding Classroom Management and Discipline

Abstract

School discipline practices contribute to unequal outcomes for students beginning in preschool indicating a need for teacher education programs to envision the role of teachers differently. In this study of 237 course descriptions, we employ content analysis and critical discourse analysis to better understand how descriptions of early childhood guidance and management courses depict the role of teachers. Our findings indicate the majority of courses are based on notions of teacher as manager who systematically teaches skills to children who do not currently possess them. We posit the managing approach to teaching is unlikely to prepare teachers to promote change in child discipline policies and practice needed to disrupt unequal discipline outcomes and the school to prison pipeline.

Authors

• Dongmei Liu, New Mexico State University

• Rhianna K. Thomas, New Mexico State University