Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?

Abstract

Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.

Notes

¹Due to copyright issues, the lyrics of “I Like to Move It” could not be reprinted here. To access the full version of the song (which may further enhance your understanding of this article), please consult the album Madagascar: Escape 2 Africa—Music From The Motion Picture © 2008 DreamWorks Animation L.L.C. or search “I Like to Move It” by Will.i.am. on the Internet.