Abstract
Early childhood teacher education (ECTE) and programs for children in Colombia have long been underpinned by a dominant discourse of early childhood that originated in the global north and still circulates globally. More recently, however, national early childhood policy documents have argued in favour of including local indigenous knowledges and practices in community-based programs, producing tensions around how to reconcile these diverse notions of how to teach and care for young children.
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Prochner, L., Cleghorn, A., Kirova, A., Massing, C. (2016). Colombia. In: Teacher Education in Diverse Settings. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-693-4_4
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DOI: https://doi.org/10.1007/978-94-6300-693-4_4
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