Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change

Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change

Susan Matoba Adler, Jeanne Marie Iorio
ISBN13: 9781613504956|ISBN10: 1613504950|EISBN13: 9781613504963
DOI: 10.4018/978-1-61350-495-6.ch018
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MLA

Adler, Susan Matoba, and Jeanne Marie Iorio. "Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change." Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches, edited by Julie Faulkner, IGI Global, 2012, pp. 242-255. https://doi.org/10.4018/978-1-61350-495-6.ch018

APA

Adler, S. M. & Iorio, J. M. (2012). Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change. In J. Faulkner (Ed.), Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches (pp. 242-255). IGI Global. https://doi.org/10.4018/978-1-61350-495-6.ch018

Chicago

Adler, Susan Matoba, and Jeanne Marie Iorio. "Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change." In Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches, edited by Julie Faulkner, 242-255. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-495-6.ch018

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Abstract

This chapter illustrates how an online early childhood teacher education program using Socratic inquiry methods inspires students to challenge habituated assumptions in the field. Academic pushdown, teacher identity, standardization, and developmentally appropriate practice are central assumptions in ECE that students challenge in their blogs and discussion board postings. The program goal is to empower students to become transformative intellectuals (Giroux, 1988) and ultimately agents of change. Student writing illustrates how students have begun the process of challenging assumptions, identifying multiple perspectives on critical issues, and articulating arguments based on self-reflection and critical analysis.

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