Keywords
Pre-service teachers, translated picture books, duoethnography, critical geography, post-glocalization, Chinese culture
Abstract
With the trend of globalization, pre-service teachers are challenged to co-construct curricula following their cultural ways of thinking. To understand three Chinese pre-service teachers’ ways of using translated picture books, i.e., following or altering the discourses of imperialism and commercialization, the study examines three cases of post-glocalized practices. Research finds that the pre-service teachers’ selections and different ways of using the translated picture books enable children or prevent them from engaging in relational understanding. The study suggests engaging the pre-service teachers in reflective learning, providing guidance for their curriculum-making, and supporting their process of learning in professional development. Also, more research on post-glocalized teaching practices is needed.
DOI
10.15760/nwjte.2022.17.3.8
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/38810
Recommended Citation
Wei, Zitong
(2022)
"More Than Reterritorialization: Pre-service Preschool and Kindergarten Teachers’ Use of Translated Picture Books in Chinese Culture,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 8.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.8