Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan

Abstract This study used the Ladson-Billings culturally relevant pedagogical approach to understanding non-indigenous preschool teachers’ multicultural literacy and practices in indigenous areas. Through purposive sampling, we selected six teachers with three years of teaching experience each in Eas...

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Autor principal:	Bi-Ching Chen
Formato:	Artigo
Idioma:	Inglês
Publicado em:	SpringerOpen 2023-05-01
Colecção:	International Journal of Child Care and Education Policy
Assuntos:	Ladson-Billings culturally relevant pedagogy Multicultural literacy and practices Non-indigenous preschool teacher Indigenous areas of Taiwan
Acesso em linha:	https://doi.org/10.1186/s40723-023-00118-3
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