Title

Erasing Stigma in the Classroom With the Liberation Teaching Practices Handbook: Facilitating Quality Interactions That Nurture Young Children's Self-Esteem

Author

Susan J. Poehler, Concordia University, St. Paul

Date of Award

2004

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Cecelia Westby

Second Reader

Carmen Cook

Keywords

liberation teaching, early childhood education, training

Abstract

Drawing from the work of Dan Gartrell (1998/2001), the concept of "liberation teaching" is expanded to include the practices of unconditional positive regard, encouragement, and peace techniques. Social development literature from the 60's and 70's is revived to form the basis of the expanded liberation teaching practices. The study urges early childhood teachers to undergo self-assessment regarding their own biases in order to control for stigma in the classroom. Introducing liberation teaching practices results in quality teacher-child and quality peer interactions, shown by the literature to be related to increasing children's self-esteem. A Liberation Teaching Handbook is introduced that can be used as a daily teaching tool or as a facilitator for a multi-session in-service training seminar.

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