A revolutionary love story in teacher education and early childhood education

Bibliographic Data

ID4254533
AuthorsKamania Wynter-Hoyte (Instruction for Teacher Education, University of South Carolina, Columbia, South Carolina, USA), Kamania Wynter‐hoyte (0000-0001-5655-908X, University of South Carolina, corresponding author), Natasha Adams Thornton (Elementary & Early Childhood Education, Kennesaw State University, Kennesaw, Georgia, USA), Natasha Thornton (Kennesaw State University), Mukkaramah Smith (Richland County School District One, Columbia, South Carolina, USA), Kaitlin Jones (Richland County School District Two, Columbia, South Carolina, USA)
Year2021
Volume60
Issue3
Pages265-278
Publication date2021-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2021.1911581
OpenAlexW3147552806
LanguageEN
Citations received6
References cited13

Guided by Kalamu ya Salaam’s Revolutionary Love poem, this article theorizes 3 tenets of revolutionary love in education: (a) self-examination, (b) interconnectedness, and (c) liberation. The authors, a teacher educator, educational consultant, inservice, and preservice teacher will conceptualize how they enact these tenets in teacher education and early childhood education and provide implications and recommendations for practice

Early childhood education · Pedagogy · Sociology · Teacher education · Critical Race Theory in Education · Early Childhood Education and Development · Gender Studies · Psychology · Teacher Education and Leadership Studies

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