Feminist Pedagogy in Early Childhood Teachers' Education

Haggith Gor Ziv


This article discusses the theory and practice of applying critical feminist pedagogy in a teacher’s training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student’s education that encourage critical thinking, social critique and questioning of the social order that continues to stratify young children into the social class of their birth. The article explains the principles that guide my work as an educator in an Israeli teacher’s college and how I seek to expose students to ideas and concepts like the meaning of a feminine career choice, the potential to transform acquired perceptions, practice in marginalized communities, personal and political narratives and opportunities for resistance.

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DOI: https://doi.org/10.11114/jets.v3i6.1072


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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