Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?
Source: Journal of Early Childhood Teacher Education, Volume 33, Issue 4, 2012, p. 304-321
The authors describe a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society.
Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity.
Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.