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Critical Pedagogy for Early Childhood and Elementary Educators

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Critical Pedagogy for Early Childhood and Elementary Educators Critical Pedagogy for Early Childhood and Elementary Educators Lois McFadyen Christensen • Jerry Aldridge Critical Pedagogy for Early Childhood and Elementary Educators Lois McFadyen Christensen Jerry Aldridge Ph.D, Professor Ed. D, Professor Emeritus School of Education UAB University of Alabama OMEP Representative to UN/UNICEF Birmingham, AL, USA North American OMEP Representative to OAS New York, NY USA ISBN 978-94-007-5394-5 ISBN 978-94-007-5395-2 (eBook) DOI 10.1007/978-94-007-5395-2 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012948710 © Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Preface Introduction How might educators develop a sense of social justice as teachers of young children in elementary schools? A more speci fi c, central question that you might utilize to guide the study of this text would be something like this: How do early and elementary educators and candidates develop, connect to, examine, and enact the tenets of critical pedagogy in their lives and extend critical pedagogy into curriculum and instruction with young children? In order to meet the fundamentals of social justice and the diversities that all young children bring to into classrooms across public educational systems, the study of critical pedagogy assists early childhood and elementary teachers to discern the myriad democratic dynamics involved in K–6 elementary educative settings (Kincheloe, 2008). Not only is the landscape of social and economic life changing in the twenty- fi rst century, now education has the challenge of preparing children for workplaces. Knowledge and skills rapidly become outmoded, and diversity in every sense of the word is commonplace. McLaren (2007) prompts early and elementary educators to openly and critically confront the complexities of our diverse society, to investigate the foundation of and inequality and injustice in our lives, and then help our students to do the same. McLaren (2007) states, “As teachers we must face our own culpability in the reproduction of inequality in our teaching, and that we must strive to develop a pedagogy equipped to provide both intellectual and moral resistance to oppression, one that extends the concept of pedagogy beyond the mere transmission of knowledge and skills and the concept of morality beyond interpersonal relations. Pedagogy in this instance must be linked to class struggle and the politics of liberation. This is what critical pedagogy is all about” (p. 48). The need for citizens who are self-directed, lifelong learners, and who think morally, justly, and democratically is becoming increasingly apparent. When focusing on broad-ranging educational outcomes, there emerges another de fi nitive need. That is a well-informed citizenry that is able to thrive as quickly as social and economic environments change. Teacher educators have as a challenge to assist teachers of v vi Preface young children, candidates, and the young children that they teach to profoundly consider, rethink, accept, promote, and proceed to enact critical pedagogical practice in primary and elementary school settings (Giroux & McLaren, 1992). The Testing Paradox Despite this auspicious endeavor, Al fi e Kohn (1993) illustrates the existing extreme paradox. Schools are still hampered by outmoded practices. Elementary schools are often the least democratic places within the democratic republic of the United States. Grimly, democracy, civic competence, and its involvement are now acknowledged as anecdotal to elementary curriculum and seemingly of limited educational bene fi t. It is seldom if ever taught. In 2007, the National Council for the Social Studies (NCSS, 2007) issued a position statement about the neglect of teaching civics and social studies in the primary and elementary grades and overall erosion of the content area due to the No Child Left Behind Act (U.S. Department of Education, 2002). No Child Left Behind Act (U.S. Department of Education, 2002) is an economic scheme and moves funding from schools to private, for pro fi t institutions (Bracey, 2009; McLaren, 2007; Nichols & Berliner, 2007). Some elementary schools spend an inordinate amount of time in test preparation, like automated plants, with children bubbling in Scantron™ sheets in order to pass tests with items and questions deve loped by noneducators for extreme amounts of money. Literacy, math, and now science, added in 2006, are tested. Yes, and these tests are administered over a 2- or 3-day period. Do you think that an academic year’s worth of young children’s learning can be measured by one half of a week sitting for tests? Where is civics on the mandated test? Social studies and history are not evident on any of the tests. Why are these disciplines eliminated? These are questions for you and your colleagues or class to discuss. This irrational educative legislation and practice in the United States has vast and discordant outcomes. How are young children and youth prepared to comprehend fundamental civics, history, geography, economics, and sociology as fundamental concepts? How will our youngest citizens begin to comprehend enough civic competence to maintain a free and just society for our nation within a global community (NCSS, 2007)? Teachers’ direct and present didactic information for students’ recall are still the methods of choice for many teachers, despite the now wide range of exciting possibilities that have the potential to enrich the educational experience of students and provide teachers with greater levels of professional and personal satisfaction (Aldridge & Goldman, 2007; Fullan, 2007). Elementary Student-Centered Teaching Practice for Democratic Social Justice Elementary youth, teacher candidates, and teachers merit learning in powerful, in- depth fashions, combining their interests alongside teachers who facilitate active, social, cognitive, and affective growth. These are characteristics enacted by humanistic, Preface vii re fl ective primary and elementary teachers in democratic settings. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment where students have choices about curriculum, problem solving, and decision-making. There are some primary and elementary schools that are now returning to more humane and child-centered practices shaped from the bygone progressive era (Kohn, 2008; Mitchell, 1934; Young, 1901). Hence, nurturing early educators’ growth is featured toward acceptance of every form of diversity representative of each and every classmate around the world. Through re fl ection, discussion, demonstration, and immersion, about local, community, and global social action topics, enable learners to apply what they have learned. Educators and teacher candidates who read this text, consider the content, re fl ect, connect re fl ections to life and teaching contexts, and ultimately plan and enact approaches to sound elementary pedagogy while implementing humanistic, innovative, child-focused teaching for social justice are more likely to become critical pedagogues. Elementary Students as a Part of a Global Citizenry Unmistakably, the past enlightens our way into the future. As Kierkegaard reminds us, life can only be understood backward. Yet, life is lived forward. Consequently, opportunities for early and elementary educators to move past re fl ection and enact critical pedagogy establish memories for youngsters to pass through the windows that enlighten the future. To comprehend social action more deeply, it is key that young students develop as responsive learners through circumstances that offer them active, social transformational learning. Having recollections about
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