Abstract
This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.