Pre-service teachers, translated picture books, duoethnography, critical geography, post-glocalization, Chinese culture
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.
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"More Than Reterritorialization: Pre-service Preschool and Kindergarten Teachers’ Use of Translated Picture Books in Chinese Culture,"
Northwest Journal of Teacher Education: Vol. 17
, Article 8.