weaving transnational feminist(s) methodologies: (re)examining early childhood linguistic diversity teacher training and research

The purpose of this article is to engender a space where a variety of critical feminist(s) lenses are interwoven to problematize current discursive practices in linguistic diversity training and to (re)imagine nueavas posibilidades for linguistic diversity research/training for pre-kindergarten teac...

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Bibliographic Details
Published in:Journal of early childhood research : ECR 2009-10, Vol.7 (3), p.324-340
Main Authors: Saavedra, Cinthya M., Chakravarthi, Swetha, Lower, Joanna K.
Format: Article
Language:English
Subjects:
Discourse Modes
Early Childhood Education
Educational Practices
Educational Research
English (Second Language)
Feminism
Intercultural Programs
Intervention
Kindergarten
Linguistics
Multicultural Education
Phenomenology
Teacher Education Programs
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Summary:The purpose of this article is to engender a space where a variety of critical feminist(s) lenses are interwoven to problematize current discursive practices in linguistic diversity training and to (re)imagine nueavas posibilidades for linguistic diversity research/training for pre-kindergarten teachers. Transnational feminists’ projects have the potential to illuminate and connect larger global issues with, and that pertain to, local and specific radical projects by incorporating critical reflexive methodological tools. In this article we propose to a) discuss language as a monocultural construction that limits conceptions of language and learning for younger human beings; b) examine the discursive practices of teachers of students who are English as second/third language learners; c) discuss the discourse of sharing codes of power; and finally d) scrutinize interventionist assumptions of educational research.
ISSN:1476-718X
1741-2927
DOI:10.1177/1476718X09336973