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ERIC Number: EJ867593
Record Type: Journal
Publication Date: 2010-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom
Souto-Manning, Mariana; Mitchell, Christina Hanson
Early Childhood Education Journal, v37 n4 p269-277 Jan 2010
Early childhood teachers and educational programs are expected to be the primary resources as children experience different and sometimes conflicting cultural contexts. Early educators can play a paramount role as young children move through fluid identities and start recognizing and navigating within and across spaces of cultural differences--e.g., between home cultures and the socially-dominant school culture. In this sense, we draw attention to a multi-year action research study, paying particular attention to the process whereby an early childhood teacher investigated, problematized, and challenged the nature of curriculum and practices in a diverse preschool classroom. We focus on the role of action research in fostering culturally-relevant teaching. As we do so, we analyze an early childhood teacher's shifting perceptions of what it means to engage in culturally-relevant teaching, respecting and honoring cultural diversities.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A