Abstract
Few, if any, critical pedagogy texts incorporate information about identity development as a salient feature. Educators must first question their own identities in order to assist students at every level in developing their own. Teachers are asked to consider the following questions. Who am I? Why am I here? Where am I going? What are the obstacles I face? How can I transcend these obstacles? With whom do I travel? A discussion of how to approach each of these questions is a major focus of this chapter. Further, this chapter is about the dynamic and shifting nature of identity. How do early childhood and elementary educators navigate the fluid nature of identity within themselves and their students?
Integrity simply means not violating one’s own identity.
Erich Fromm
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
ACEI. (2002). Global guidelines for early childhood education and care in the 21st Century. Olney Park, MD: ACEI.
Alba, R. (1990). Ethnic identity: The transformation of White American. New Haven, CT: Yale University Press.
Aldridge, J., & Goldman, R. (2007). Current issues and trends in education (2nd ed.). Boston, MA: Allyn & Bacon.
Anderson, J. D. (1988). The education of blacks in the south, 1860–1935. Chapel Hill: The University of North Carolina Press.
Apple, M. (1996). Cultural politics and education. New York: Teachers College Press.
Catron, C., & Allen, J. (1999). Early childhood curriculum. Upper Saddle River, NJ: Merrill/Prentice-Hall.
Christensen, L. M. (2006). Early childhood social studies learning for social justice. Social justice feature. Social Studies Research and Practice, 1(2).Online journal http://www.socstrp.org/
Clark, K. B. (1968). Race awareness in young children. New York: Collier Books.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: NAEYC.
Dahlberg, G., Moss, P., & Pence, A. (2003). Beyond quality in early childhood education and care: Postmodern perspectives. New York: Routledge.
Delpit, L. (2009). Language diversity and learning. In A. Darder, M. P. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed.). New York/Washington, DC: Routledge/HighSchope Press: NAEYC.
Dewey, J. (1934). Art as Experience. New York: Perigree Books.
Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: HighScope Press.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Greene, M. (1973). Teacher as stranger: Educational philosophy for the modern age. Belmont, CA: Wadsworth.
Greene, M. (1988). The dialectics of freedom. New York: Teacher’s College Press.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey Bass Publishers.
Kincheloe, J. L. (2001). Getting beyond the facts: Teaching social studies/social sciences in the twenty-first century. New York: Peter Lang Publishing.
Kozol, J. (2005). The shame of the nation: The restoration of Apartheid schooling in America. New York: Three Rivers Press.
Lather, P. (2001). Postmodernism, poststructuralism and post(Critical) ethnography: Of ruins, aporias and angels. London: Sage Publishing.
Malaguzzi, L. (1994). Listening to children. Young children, 49(5), 55.
McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11–15.
McKinley, J. L., Lim, E., & Calabrese Barton, A. (2007). Forum: A conversation on ‘Sense of Place’ in science learning. In Springer’s, Cultural Studies of Science Education. Vol. 1 (1), pp. 143–160.
Mitchell, L. S. (1931). A cooperative school for student teachers. Progressive Education, 8, 251–255.
Mitchell, L. S. (1950). Our children and our schools. New York: Simon & Schuster.
Mitchell, L. S. (2000/1935). Social studies for future teachers. The Social Studies, 24, 289–289. Reprinted in N. Nager & E. K. Shapiro (Eds.), Revisiting a progressive pedagogy: The developmental-interaction approach. Albany, NY: SUNY Press.
Moore, T. (2000). Original self. New York: Harper Collins.
Ramsey, P. G. (1991). The salience of race in young children’s growing up in an all—White community. Journal of Educational Psychology, 83, 28–34.
Savage, T. V., & Armstrong, D. G. (2000). Effective teaching in elementary social studies. New York: Prentice Hall.
Sunal, C. S., & Haas, M. E. (2010). Social Studies for the elementary and middle grades: A constructivist approach. Boston, MA: Allyn & Bacon.
US Department of Education. (2002). No child left behind: A desktop reference. Washington, DC: Author.
Watts, I. E., & Tutwiler, S. W. (2003). Diversity among families. In M. L. Fuller & M. L. Olson (Eds.), Home-school relations: Working successfully with parents and families (pp. 44–70). Boston, MA: Allyn and Bacon.
Wink, J. (2011). Critical pedagogy: Notes from the real world (4th ed.). Boston, MA: Pearson.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Christensen, L.M., Aldridge, J. (2013). Identity. In: Critical Pedagogy for Early Childhood and Elementary Educators. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5395-2_5
Download citation
DOI: https://doi.org/10.1007/978-94-007-5395-2_5
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-5394-5
Online ISBN: 978-94-007-5395-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)