Introduction
Quality is the consistent dominant narrative in early childhood education. Framed by Western worldviews and steeped in colonial logic, quality, in this sense, is described as normalizing, decontextualizing, regulating, managing, measuring, and operating under the values of universality, objectivity, and stability with no regard for diversity or context (Dahlberg et al. 2007). Often viewed as the ultimate goal in many early childhood teacher education programs and settings, quality across the early childhood sector drives decision-making and policies including early childhood teacher education. Generally, this type of quality is made visible through the focus on the individual child and the use of stage development, perpetuating the view of young children as deficit and learning and development as linear. This has contributed to the acceptance of pedagogy as activities and methods addressing surface-based skills (e.g., counting, phonics) rather than an engagement with...
This is a preview of subscription content, log in via an institution to check access.
References
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation. Hoboken: Taylor & Francis.
Haraway, D. (2008). When species meet. Minneapolis: University of Minnesota Press.
Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248. https://doi.org/10.1086/421123.
Martin, K. (2016). Voices & visions: Aboriginal early childhood education in Australia. Mount Victoria: Pademelon Press.
Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., & Sanchez, A. (2015). Journeys: Reconceptualizing early childhood practices through pedagogical narration. Toronto: University of Toronto Press.
Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the anthropocene. Environmental Education Research, 3(10), 1448–1461. https://doi.org/10.1080/13504622.2017.1325452.
Tuck, E., McKenzie, M., & McCoy, M. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708.
Watts, V. (2013). Indigenous place-thought and agency amongst humans and non-humans (First Woman and Sky Woman go on a European world tour!). Decolonization: Indigeneity, Education & Society, 2(1), 20–34.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Hamm, C., Iorio, J.M. (2020). Place in Early Childhood Teacher Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_300-2
Download citation
DOI: https://doi.org/10.1007/978-981-13-1179-6_300-2
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-1179-6
Online ISBN: 978-981-13-1179-6
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education
Publish with us
Chapter history
-
Latest
Place in Early Childhood Teacher Education- Published:
- 31 December 2019
DOI: https://doi.org/10.1007/978-981-13-1179-6_300-2
-
Original
Place in Early Childhood Teacher Education- Published:
- 17 September 2019
DOI: https://doi.org/10.1007/978-981-13-1179-6_300-1