Overview
|
Objectives of the ICC
• What role do teacher preparation programs have in enhancing the intercultural competence of teacher candidates? |
Current Projects“Examining preschool children’s language and literacy practices in peer culture play: A collaborative ethnography of a Knoxville-Knox County Head Start classroom” Funded by the UTK Office of Community-Engagement and Outreach
“Collaborative Online Learning Across Borders (COLAB): Examining the development of intercultural competency of teacher candidates using a “virtual” cross-cultural university-based program.” Funded by the UTK Center for Global Engagement. In collaboration with The University of Auckland, The University of Melbourne, and The University of Wyoming. |
Current Graduate Students
Sarah Neessen, Knox County Head Start
Sarah Neessen is from Cedar Falls, Iowa. She received her B.A. and Pre-k, kindergarten and special education license from the University of Tennessee in Knoxville. She has spent the last 13 years working as a Pre-k teacher at Knox County Head Start. Sarah is in the second year of her Early Childhood Master’s degree at East Tennessee State University. Her research interests include language, literacy and understanding children’s culture. She is working with Dr. Madrid Akpovo to understand the role of language and literacy in peer relationships during children’s play.
|
Selected Publications(*Denotes graduate student or teacher practitioner) Arndt, S., Madrid Akpovo, S., Tesar, M., Han, T., *Huang, F. & *Halladay, M. (accepted). Collaborative Online Learning Across Borders (COLAB): Examining the intercultural understandings of preservice-teachers’ using a virtual cross-cultural university-based program. Journal of Research in Childhood Education. Thapa, S., & Madrid Akpovo, S. (accepted). Cultural humility in an intercultural mentor-mentee relationship: Overcoming Emotional “borders and borderlands” of Nepal-mentors and US-mentees. Asia Pacific Journal of Education. Lash, M., Madrid Akpovo, S. & Cushner, K. (accepted). Developing the intercultural competency of early childhood preservice teachers: Preparing teachers for diverse classrooms. Journal of Early Childhood Teacher Education. Nganga, L., Madrid Akpovo, S., Thapa, S., & *Mwangi, A. (2020). How neocolonialism and globalization affects the early childhood workforce in Nepal and Kenya. Contemporary Issues in Early Childhood, https://doi.org/10.1177/1463949120929471. Kambutu, J., Madrid Akpovo, S., Nganga, L., Thapa, S., & *Mwangi, A. (2020). Privatization of early childhood education (ECE): Implications for social justice in Kenya and Nepal. Policy Futures in Education, DOI:10.1177/1478210320922111 Nganga, L., Madrid Akpovo, S., & Kambutu, J. (2020). Culturally inclusive and contextually appropriate practices: Rethinking perspectives, practices, polices, and experiences in early childhood education programs. Journal of Research in Childhood Education, 34(1), 2-5, DOI: 10.1080/02568543.2019.1697153 Madrid Akpovo, S., Thapa, S., & *Halladay, M. (2020). Learning to see teaching as a cultural activity: US preservice-teachers’ significant experiences with Nepali mentor-teachers during an international field experience. Journal of Research in Childhood Education,34(1), 59-7, DOI: https://doi.org/10.1080/02568543.2019.1692107 Madrid Akpovo, S., & Nganga, L. (2018). Minority-World professionals in majority-world contexts: How do international field experiences promote intercultural competence or reinforce ethnocentrism? Contemporary Issues in Early Childhood,19(2), 1-7. DOI: 10.1177/1463949118778024 Madrid Akpovo, S., Nganga, L., & *Acharya, D. (2018). Minority-World preservice teachers’ understanding of contextually appropriate practice while working in Majority-World communities. Journal of Research in Childhood Education, 32(2), 202-218. DOI: 10.1080/02568543.2017.1419321 |
BooksMadrid Akpovo, S., Moran, M.J., Brookshire, R. (Eds) (2018). Collaborative cross-cultural research methodologies in early care and education contexts. New York, NY: Routledge Press. Madrid, S., Fernie, D., & Kantor, R. (Eds). (2015). Reframing the emotional worlds of the early childhood classroom. New York, NY: Routledge Press. Fernie, D., Madrid, S., & Kantor, R. (Eds). (2011). Educating toddlers to teachers: Learning to see and influence the school and peer cultures of classrooms. Cresskill, NJ: Hampton Press. |