Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course

Abstract

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

Citation

Genishi, C., Huang, S.-y. and Glupczynski, T. (2005), "Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course", Ryan, S. and Grieshaber, S. (Ed.) Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 161-192. https://doi.org/10.1016/S0270-4021(05)14008-7