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Critical Geography in Preschool: Evidence of Early Childhood Civic Action and Ideas About Justice


by Katherina A. Payne, Anna Falkner & Jennifer Keys Adair - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. -
https://www.tcrecord.org ID Number: 23324, Date Accessed: 9/25/2020 12:49:08 AM
 
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About the Author
  • Katherina Payne
    The University of Texas at Austin
    E-mail Author
    KATHERINA A. PAYNE, Ph.D., is an Assistant Professor of curriculum and instruction at The University of Texas at Austin. Her research considers the intersections of civic education, elementary/early childhood schooling, and teacher education, and examines the role of relationships, community, and justice to transform classrooms into child-centered, democratic, and more equitable spaces. Recent publications include: Payne, K. A., & Journell, W. (2019). “We have those kinds of conversations here. . .”: Addressing contentious politics with elementary students. Teaching and Teacher Education, 79, 73–82; and Payne, K. A. (2018). Democratic teachers mentoring novice teachers: Enacting democratic practices and pedagogy in teacher education. Action in Teacher Education, 40(2), 133–150.
  • Anna Falkner
    University of Memphis
    E-mail Author
    ANNA FALKNER, Ph.D., is an Assistant Professor of instruction and curriculum leadership at the University of Memphis. Her research examines how young children learn about critical social issues such as race/racism, and intersects with critical civics education. Recent publications include: Falkner, A. (2019). “They need to say sorry”: Anti-racism in first graders’ racial learning. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(2), 37; and Falkner, A. (2018). Racialized space and discourse in the picture books of Ezra Jack Keats. The Journal of Social Studies Research, 42(2), 171–184.
  • Jennifer Adair
    The University of Texas at Austin
    E-mail Author
    JENNIFER KEYS ADAIR, Ph.D., is an Associate Professor of curriculum and instruction at The University of Texas at Austin. Her research examines the role of race, culture(s), and cross-cultural experiences in early childhood education, particularly the experiences of teachers, parents, and children from immigrant communities. Recent publications include: Adair, J. K., Colegrove, K. S. S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309–334; and Adair, J. K., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latina/o immigrants. Teachers College Record, 120(6).
 
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