Communities of practice as a launchpad for social justice planning in early childhood education

Victoria Damjanovic, Jennifer K. Ward

Research output: Contribution to journalArticlepeer-review

Abstract

This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work.

Original languageEnglish (US)
Pages (from-to)363-368
Number of pages6
JournalContemporary Issues in Early Childhood
Volume24
Issue number3
DOIs
StatePublished - Sep 2023

Keywords

  • communities of practice
  • early childhood education
  • social justice
  • teacher learning

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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