Date of Award
6-15-2024
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Rashida Banerjee
Keywords
Preschool, Pedagogy, Early childhood education, Access, Humanization
Abstract
Dehumanizing preschool policies and practices and a lack of access to affordable, (re)humanizing early childhood educative experiences threatens to exacerbate the opportunity gap and deleterious preschool-to-prison pipeline. The purpose of this study was threefold; foremost, it aspired to elevate the role and power of critical resource pedagogies in individual and collective liberation. Second, it aimed to identify vital pedagogical and programmatic assets that advance the pursuit of mutual humanization in early childhood educational settings. Third, it sought to discern and address the pedagogical and programmatic limitations and systemic barriers that otherwise impede access to high quality early childhood programming. In essence, this two-phase single case study leveraged a community-based research approach to examine the perceptions of both young children and parents vis-à-vis the humanizing pedagogical practices implemented at their community-based preschool. Whereby, phase-one parent participants completed a research-based family feedback survey and engaged in a focus group predicated on community-identified needs, phase-two preschool student participants partook in a photovoice experience co-created by community partners. Participant testimonials and photographic submissions reveal, in unanimity, that their community-based preschool effectively operationalizes a (re)humanizing praxis. Furthermore, participant narratives elucidate the applications of a humanizing pedagogy and the implications thereof. Specifically, seven critical themes (i.e., connections with nature; creativity, innovation and imagination; relationships and community connections; curiosity; moments of beauty, joy, wonder, and awe; becoming–cultivating a sense of self; and transcending a sense of self) were inferred across the arc of participant testimony and photographic contributions. These results suggest that, when integrated with veracity and intentionality, a (re)humanizing praxis that tends to the spirit of each child has the potential to disrupt self-replicating cycles of oppression inherent to conventional early childhood educational contexts, one classroom at a time.
Copyright Date
6-2024
Copyright Statement / License for Reuse
All Rights Reserved.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Kristopher M. Tetzlaff
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
259 pgs
File Size
2.5 MB
Recommended Citation
Tetzlaff, Kristopher M., "The Applications and Implications of a (Re)Humanizing Praxis for Early Childhood Educational Contexts" (2024). Electronic Theses and Dissertations. 2424.
https://digitalcommons.du.edu/etd/2424
Included in
Community-Based Research Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Education Policy Commons