Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

Minority-world professionals in majority-world early childhood contexts: How do international... This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Contemporary Issues in Early Childhood SAGE

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

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Publisher
SAGE
Copyright
© The Author(s) 2018
ISSN
1463-9491
eISSN
1463-9491
D.O.I.
10.1177/1463949118778024
Publisher site
See Article on Publisher Site

Abstract

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

Journal

Contemporary Issues in Early ChildhoodSAGE

Published: Jun 1, 2018

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