Search results for: Karabon Anne

Preservice teachers (PSTs) must learn to approach curriculum and pedagogy in a socially just way. Descriptive examination of early childhood PSTs’ personal funds of knowledge is crucial to inform preparation programs. Drawing on a study that investigated subjectivities of and conceptualization of culture held by PSTs in rural Midwest (USA), this paper specifically focuses on teaching in the early years. The author argues that PSTs personal funds of knowledge serve as a main catalyst for pedagogical decision making. Majority of PSTs express the need to examine hegemony, privilege, and bias yet struggle to be pedagogical agents of change in practice.