From padhana (पढ़ाना) to play pedagogy: a collaborative autoethnography of an immigrant early childhood educator

Research exploring the influences of cultural experiences, future imaginations and aspirations on the formation of pedagogy among immigrant Early Childhood (EC) educators remains scarce. This collaborative autoethnography (CAE) is about the first author's pedagogical journey. Educated and train...

Full description

Saved in:
Bibliographic Details
Published inPedagogy, culture & society Vol. 32; no. 2; pp. 453 - 471
Main Authors Patel, Sweta Vijaykumar, Sanjakdar, Fida, Adams, Megan
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 14.03.2024
Taylor & Francis Ltd
Subjects
aspirations
Autoethnography
collaborative autoethnography
Early Childhood education
imaginations
Immigrant
Immigrants
Minority teachers
Pedagogy
play-based pedagogy
Professional identity
Online AccessGet full text

Cover

More Information
Summary:Research exploring the influences of cultural experiences, future imaginations and aspirations on the formation of pedagogy among immigrant Early Childhood (EC) educators remains scarce. This collaborative autoethnography (CAE) is about the first author's pedagogical journey. Educated and trained in India as an EC educator, the stories shared in this paper offer insights into how the first author navigated and negotiated her understandings of pedagogies from padhana, a more traditional Indian focused pedagogy to 'Western' play-based pedagogy. Using photo-elicitation techniques from visual images as data and Appadurai's theoretical framework on cultural global flows, the changes and continuities of conceptions of pedagogy influenced by cultural experiences, future imaginations and aspirations are explored. The iterative process supported by CAE helped redefine understandings about pedagogies, teacher identity and EC education.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2022.2048056