Putting postmodern theories into practice in early childhood teacher education

Jennifer Sumsion

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Citations (Scopus)

Abstract

In this chapter, I describe how postmodern perspectives assist me in negotiating my multiple roles and responsibilities as an early childhood teacher educator in an increasingly complex pedagogical and workplace context. In particular, I focus on how postmodern understandings support me in theorizing my practice and envisioning productive possibilities for change. Underpinning the chapter are three interconnecting motifs that imbue my work as teacher educator - reflexivity, hope, and a commitment to transformative change. The chapter concludes with reflections about the potential of postmodern perspectives to enhance the agency of teacher educators and preservice teachers alike.
Original languageEnglish
Title of host publicationPractical transformations and transformational practices
Subtitle of host publicationglobalization, postmodernism and early childhood education
EditorsSharon Ryan, Susan Grieshaber
Place of PublicationAmsterdam ; Oxford
PublisherElsevier Academic Press
Pages193-216
ISBN (Print)0762312386
DOIs
Publication statusPublished - 2005

Publication series

NameAdvances in early education and day care
PublisherElsevier Academic Press
Volume14
ISSN (Print)0270-4021

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  • Cite this

    Sumsion, J. (2005). Putting postmodern theories into practice in early childhood teacher education. In S. Ryan, & S. Grieshaber (Eds.), Practical transformations and transformational practices: globalization, postmodernism and early childhood education (pp. 193-216). (Advances in early education and day care; Vol. 14). Amsterdam ; Oxford: Elsevier Academic Press. https://doi.org/10.1016/S0270-4021(05)14009-9