Addressing "Anti"blackness in Early Childhood Educator Preparation: Implications for Young Black Children and Their Families

Autor/inn/en	Morris, Pricella; Matute-Chavarria, Monique; Brown, Monica R.; Whittington, Nakisha
Titel	Addressing "Anti"blackness in Early Childhood Educator Preparation: Implications for Young Black Children and Their Families
Quelle	In: Issues in Teacher Education, 31 (2022) 2, S.72-90 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Early Childhood Education; Early Childhood Teachers; Teacher Education; Racism; Blacks; African Americans; Whites; Power Structure; Advantaged; Social Justice; Educational Change; Culturally Relevant Education; Family Involvement; Special Education; Cultural Awareness; Preservice Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Rassismus; Black person; Schwarzer; Afroamerikaner; White; Weißer; Soziale Gerechtigkeit; Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural identity; Kulturelle Identität
Abstract	Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives). Because the young children and families that these teachers will work with are representative of the U.S. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that "anti"blackness can be disrupted and dismantled through critical consciousness around race. In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle "anti"blackness in ECE preparation programs, and (d) how to dismantle "anti"blackness when engaging with Black families. Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle "anti"blackness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01