International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2013, Vol. 9(2) 129-143

Progressive Teachers of Young Children: Creating Contemporary Agents of Change

Susan Matoba Adler, & Jeanne Marie Iorio

pp. 129 - 143   |  Manu. Number: ijpe.2013.026

Published online: June 15, 2013  |   Number of Views: 10  |  Number of Download: 193


This article describes how an Early Childhood Teacher Education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Addams, Patty Smith Hill and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become ―transformative intellectuals‖ (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early child education (ECE), which has been rapidly moving toward a narrow focus on academic readiness and the standardization of children and programs as a consequence of No Child Left Behind legislation and the Race to the Top competition for federal funds.

Keywords: early childhood education, progressive pedagogy, online teaching, agents of change, critical analysis

How to Cite this Article?

APA 6th edition
Adler, S.M. & Iorio, J.M. (2013). Progressive Teachers of Young Children: Creating Contemporary Agents of Change . International Journal of Progressive Education, 9(2), 129-143.

Adler, S. and Iorio, J. (2013). Progressive Teachers of Young Children: Creating Contemporary Agents of Change . International Journal of Progressive Education, 9(2), pp. 129-143.

Chicago 16th edition
Adler, Susan Matoba and Jeanne Marie Iorio (2013). "Progressive Teachers of Young Children: Creating Contemporary Agents of Change ". International Journal of Progressive Education 9 (2):129-143.

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