Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Teaching for Social Justice in the Early Childhood Classroom

by Julie C. Garlen, Lisa Kuh & Beth Coleman - March 27, 2017

This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group. A group of authors share contentions regarding the implementation of anti-bias education and implications for teacher education, teachers, children, and families.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Teaching for Social Justice in the Early Childhood Classroom
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: March 27, 2017
https://www.tcrecord.org ID Number: 21890, Date Accessed: 6/15/2021 2:56:39 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Julie C. Garlen
    Georgia Southern University
    E-mail Author
    JULIE C. GARLEN, Ed.D., is an Associate Professor of Early Childhood Education at Georgia Southern University, where she teaches courses in curriculum and instruction, writing and research, and social studies methods. Her current research grew out of her work on two co-edited volumes, Disney, Culture, and Curriculum (Routledge, 2016) and Teaching with Disney (Peter Lang, 2016), and examines the use of popular culture to advance anti-bias awareness with early childhood teachers. She and Lisa Farley recently co-edited a special issue of Curriculum Inquiry called "The Child in Question," which is available for free at www.tandfonline.com/r/childinquestion.
  • Lisa Kuh
    Lesley University
    E-mail Author
    LISA KUH, Ph.D., is the Director of Early Education for Somerville Public Schools in Somerville, Massachusetts. She has worked in early education for over 30 years as a classroom teacher, teacher educator, and researcher, most recently at Tufts University and the University of New Hampshire. She currently adjuncts at Lesley University in the Early Childhood Internship Program in collaboration with Somerville Public Schools. Her research foci include the transfer of professional development into practice, natural playscapes and child development, and the impact of classroom environments on children's learning experiences.
  • Beth Coleman
    University of North Carolina, Chapel Hill
    E-mail Author
    BETH COLEMAN is a PhD student in the Cultural Studies and Literacies program in the School of Education at UNC Chapel Hill. Before her doctoral program, Beth taught for five years in early childhood public school settings, during which time she completed a Masters in Mathematics Education. Her research and mathematics methods courses integrate critical, humanizing and inquiry-based pedagogies. More specifically, Beth seeks to engage in dialogue and activism through the generative and collaborative process of uncovering how it is that teachers, particularly white teachers, understand and/or lack understanding of systems of oppression.
Member Center
In Print
This Month's Issue