Generative text sets: Tools for negotiating critically inclusive early childhood teacher education pedagogical practices

Abstract

ABSTRACT Through a case study, this article sheds light onto generative text sets as tools for developing and enacting critically inclusive early childhood teacher education pedagogies. In doing so, it positions teaching and learning processes as sociocultural, historical, and political acts as it inquires into the use of generative text sets in one early childhood teacher education setting. Drawing on critical pedagogy and critical literacy as frameworks, this article seeks to shed light onto the affordances of such tools for preparing early childhood teachers to work in diverse settings in critically inclusive and culturally relevant ways.