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Journal of Early Childhood Teacher Education Volume 43, 2022 - Issue 2
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Research Article

A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession

Mariana Souto-ManningTeachers College, Columbia University, New York, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4825-2210
ORCID Icon
Pages 213-235 | Received 20 Mar 2020, Accepted 21 Sep 2020, Published online: 17 Jan 2021

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Read on this site (2)

Beatrice S. Fennimore. (2023) Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators. Journal of Early Childhood Teacher Education 44:4, pages 980-1001.
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Mariana Souto-Manning. (2022) Critical race self-study: an abolitionist methodology. Asia-Pacific Journal of Teacher Education 50:3, pages 249-265.
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Articles from other publishers (4)

Robert C. Whitaker, Allison N. Herman & Tracy Dearth‐Wesley. (2022) Relational Health as a Pathway from Trauma to Flourishing in School Communities. Journal of School Health 93:7, pages 628-637.
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Adam WJ Davies. (2023) Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics. Contemporary Issues in Early Childhood 24:2, pages 124-146.
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Christine L. Hancock. (2021) Moving Toward More Meaningful Family Participation During Home Visit Decision-Making. Young Exceptional Children 26:1, pages 42-54.
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Hailey R Love & Christine L Hancock. (2022) Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs. Contemporary Issues in Early Childhood 23:4, pages 483-499.
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