Critical ethnographic action research — the power of curricular and pedagogical adaptation of a teacher education approach from Mexico.
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| Title: | Critical ethnographic action research — the power of curricular and pedagogical adaptation of a teacher education approach from Mexico. |
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| Authors: | Meier, Daniel1 (AUTHOR) dmeier@sfsu.edu |
| Source: | Journal of Early Childhood Teacher Education. Oct-Dec2025, Vol. 46 Issue 4, p649-668. 20p. |
| Subject Terms: | *Teacher education, *Bilingual education, *Student adjustment, *Critical thinking, *Educational change, Introspection, Social change, Community-based participatory research |
| Geographic Terms: | Mexico, Oaxaca de Juarez (Mexico), United States |
| Abstract: | This article discusses findings from a qualitative project examining the curricular and pedagogical adaptation by three U.S. teacher educators of the critical ethnographic action research (CEAR) approach to teacher education from Oaxaca, Mexico. The CEAR approach emphasizes critical reflection, theory, ethnography, and pedagogy for BA students seeking a career in K-6 education in Mexico. The article specifically discusses the power of critical reflection for teachers in adapting CEAR elements and stages for preservice teachers in a Spanish Bilingual Multiple Subject Teaching Credential program and inservice teachers in an MA program in early child education at a university in the San Francisco Bay area. The project integrates self-study, narrative inquiry, and portraiture to identify key dimensions of CEAR adaptation based upon a self-interview by the author, interviews with the author's two teacher education colleagues, two preservice primary grade teachers, and three inservice preschool teachers. The preservice and inservice teachers' course projects were also analyzed for evidence of CEAR-related elements of critical reflection for personal and professional identity formation. Project implications include the pedagogical benefits of adapting transformative approaches to critical reflection and pedagogy from Mexico and the Global South, and the professional value of linking self-study, narrative, and portraiture to identify the benefits of cross-cultural, cross-border curricular change in teacher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article discusses findings from a qualitative project examining the curricular and pedagogical adaptation by three U.S. teacher educators of the critical ethnographic action research (CEAR) approach to teacher education from Oaxaca, Mexico. The CEAR approach emphasizes critical reflection, theory, ethnography, and pedagogy for BA students seeking a career in K-6 education in Mexico. The article specifically discusses the power of critical reflection for teachers in adapting CEAR elements and stages for preservice teachers in a Spanish Bilingual Multiple Subject Teaching Credential program and inservice teachers in an MA program in early child education at a university in the San Francisco Bay area. The project integrates self-study, narrative inquiry, and portraiture to identify key dimensions of CEAR adaptation based upon a self-interview by the author, interviews with the author's two teacher education colleagues, two preservice primary grade teachers, and three inservice preschool teachers. The preservice and inservice teachers' course projects were also analyzed for evidence of CEAR-related elements of critical reflection for personal and professional identity formation. Project implications include the pedagogical benefits of adapting transformative approaches to critical reflection and pedagogy from Mexico and the Global South, and the professional value of linking self-study, narrative, and portraiture to identify the benefits of cross-cultural, cross-border curricular change in teacher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2513919 |
