Abstract
This chapter chronicles the transformative journey of a group of early childhood education (ECE) teacher educators as they critically examined the construction of early childhood teacher preparation courses. Rooted in critical pedagogy, their process demanded deep self-reflection and an acknowledgement of the oppressive systems within the field. Initially pursuing a linear checklist approach to cultivating inclusive practices, the team's extensive discussions and readings revealed the limitations of this method. Instead, they embraced a non-linear, formative spiral model, reflecting ongoing learning and reflection over time. Divided into four elements–identity and self-reflection, course syllabi, course design, and course content–-their approach aims to inspire faculty to confront biases, elevate marginalized voices, and reshape the ECE landscape. The authors invite readers into this ongoing journey, emphasizing the need for continuous introspection and collective effort to foster equity and inclusion in ECE.
TopIntroduction
The historical roots of the early childhood education (ECE) field are deeply entrenched in privileged Eurocentric viewpoints, which have profoundly shaped its practices, epistemologies, and assumptions regarding young children and families. This Eurocentric framework has traditionally centered on an idealized image of the White, middle-class, monolingual, neurotypical, and cisgender child, while simultaneously focusing on the adults who perpetuate this narrow perspective (Perez & Saavedra, 2017). This paradigm has fostered a system that not only marginalizes, but also actively neglects the diverse experiences of historically marginalized children and families, perpetuating cycles of inequality and exclusion (e.g., Escayg, 2019; Souto-Manning & Rabadi-Raol, 2018; Perez & Saavedra, 2017). This narrow lens not only shapes pedagogical approaches and curriculum content, but it also permeates throughout teacher preparation programs, professional development initiatives, and educational policies.
The Eurocentric framework of ECE tends to prioritize individualistic and developmentalist perspectives, focusing on child outcomes and readiness for academic success, often at the expense of holistic and culturally responsive practices. The predominant focus on individual socio-biological mechanisms has overshadowed an essential exploration of existing and historical systems of inequity. This omission has allowed racism, ableism, and other systems of domination to persist as either invisible or irrelevant forces within the field (Souto-Manning & Rabadi-Raol, 2018; Perez & Saavedra, 2017). This approach perpetuates systemic inequities by neglecting to address broader social, economic, and political factors that influence children’s educational experiences. While critical ECE scholars have persistently challenged the alliances and complicities inherent in the foundational concepts and methodologies within the ECE field (e.g., Bloch, 1992; Ferri & Bacon, 2011; Cannella & Viruru, 2004; Kessler & Swadener, 1992), issues of racism and bias remain deeply ingrained within ECE training, demanding rigorous critical examination. (e.g., Escayg, 2019; NAEYC, 2019).
There has been a growing recognition recently of the need to collectively problematize and interrogate issues of racism, ableism, and other forms of systemic domination within ECE. Initiative such as the Division for Early Childhood (DEC) Racial Equity Point of View (2023) and the National Association for the Education of Young Children’s (NAEYC) Position Statement on Advancing Equity in Early Childhood Education (2019) represent important steps towards acknowledging and confronting systemic injustices within the field. However, translating these declarations into meaningful action requires a concerted effort to dismantle entrenched biases. This oversight has hindered the ability of pre-service and in-service ECE educators to fully grapple with the complexities of their role in fostering an inclusive and equitable learning environment.
To effect real change within the ECE system, it is imperative to recognize that equitable practices cannot exist without directly addressing the injustices experienced by historically marginalized children (Souto‐Manning & Rabadi-Raol, 2018). Faculty members in ECE programs share a public responsibility to prepare competent educators equipped to address chronic social issues. As pre-service teachers construct and reconstruct their understanding of themselves and the world, faculty teaching in early childhood teacher education programs must proactively confront the full spectrum of historical and contextual challenges present in ECE. This necessitates not only acknowledging and dismantling racist and biased perspectives embedded in hegemonic dominant ECE practices, theories, and methodologies, but also fostering a curriculum and learning environment that actively champions equity, inclusion, and social justice. By doing so, ECE can evolve into a more equitable and culturally responsive field, better positioned to meet the needs of all children and families.
Key Terms in this Chapter
Critical Pedagogy: An educational philosophy and approach based on scholar and activist Paulo Freire’s work that aims to empower learners by encouraging them to think critically about societal issues, fostering a deeper understanding of power structures, inequities, and injustices, and inspiring action for social change.
WEIRD: An acronym for Western, Educated, Industrialized, Rich, and Democratic used in social science to describe a population that is often overrepresented in studies, leading to potential biases in findings due to lack of diversity in samples.
Hidden Curriculum: Implicit, embedded features of “doing school” that reflect culturally dominant norms for ways of being in relationship to learning; the unofficial rules, structures, and routines that go unnamed and privilege culturally dominant groups.
BIPOC: An acronym for Black, Indigenous, and People of Color used to recognize and center the experiences and identities of individuals who belong to racial and ethnic groups that have been historically marginalized.
Social Identity: An individual’s self-perception and affiliations with specific social groups (e.g., race, ethnicity, gender, religion, sexual orientation), shaping their interactions and perceptions within society.
Positionality: An individual’s social, cultural, and personal contexts that shape their viewpoints and understanding of the world.
Anti-Racist Pedagogy: An educational practice that actively confronts and dismantles systemic racism within learning environments through inclusive teaching methods, curriculum, and policies.
Colonization: The imposition of European American knowledge, beliefs, power structures and policies, rooted in imperialism, white supremacy, and exploitation, and often directed at Indigenous communities.
Decentering: Intentionally shifting away from dominant, often Eurocentric, perspectives to give equitable recognition and value to marginalized or non-dominant perspectives, cultures, and epistemologies.
Epistemology: The study of knowledge, including how knowledge is created, acquired, and validated within learning environments.
Social Location: An individual’s position within social structures, determined by various factors such as gender, race, socioeconomic status, and other social identities, influencing access to resources, power, and opportunities within society.
Situating: Positioning oneself within broader social, cultural, and historical contexts to understand how personal experiences and identities influence perspectives and actions.