Details

Autor(en) / Beteiligte

• Machado, Emily
• Beneke, Maggie R.
• Taitingfong, Jordan

Titel

“Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy

Ist Teil von

• American educational research journal, 2023-06, Vol.60 (3), p.486-520

Ort / Verlag

Los Angeles, CA: SAGE Publications

Erscheinungsjahr

2023

Quelle

ERIC

Beschreibungen/Notizen

• Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.