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ERIC Number: EJ1128294
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0957-5146
Creating Supportive and Subversive Spaces as Professional Dyads Enact Culturally Relevant Teaching
Glover, Crystal P.; Harris, Chinyere N.; Polson, Bilal; Boardman, Alicia
Early Years: An International Journal of Research and Development, v37 n1 p47-61 2017
In 2013, several leaders of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) developed a multi-year project called Professional Dyads and Culturally Relevant Teaching (PDCRT). Funded by NCTE, early childhood teacher/teacher-educator dyads from various locations across the United States work together for two years to investigate, generate, implement and document culturally relevant pedagogies in their respective early childhood contexts. This article outlines some of the work of two PDCRT dyads conducted from 2013 to 2015. The project was developed in response to the long-time need for culturally relevant early childhood education and teacher education reform by focusing on overturning inequitable practices that ignore, misrepresent or marginalize children and families of Color, emerging bi/multilinguals and children from low-income communities. We argue that the PDCRT dyad model is an innovative avenue for addressing inequitable educational realities in the Eurocentric educational system that persists in the US and for moving equity work forward.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; North Carolina (Charlotte)
Grant or Contract Numbers: N/A