What does it mean to be a socially just early childhood educator in a socially unjust world?
The Evolution of Curriculum
Personal and Professional Identity
Supporting Communities
Main Ideas
Module 1
Module 2
Module 3
Module 4
Module 5
Issues with 'Developmentally Appropriate Practice'
Democratic Practice
Two-Generation Framework
Self-Study
Community Cultural Wealth
Intersectionality
Perpetuates deficit thinking/theorizing
Continually supported by research that has been refuted
Entirely based on the 'White norm'
Supports Bourdieu's Cultural Capital Theory
'Developmentally Appropriate' is based on/changes in response to culture
Before meeting children and families, we have a negative, needs-based view of them.
Oppositional voices (of children and adults) are excluded
From school/classroom decisions
From policy decisions
Results in interest convergence
Leads to assimilation and further perpetuation of the 'White norm'
DAP comes to refer to the standards and strategies that are only appropriate for the maintenance of a White Supremacist society
Seeks to involve multiple voices at ALL levels
Re-centers voices of the global majority
Supported by the recognition of multiple perspectives and paradigms
Use of Critical Race Theory to examine existing structures
How are policies and practices a manifestation of either/or thinking and '-ist' against any identity?
Use of Culturally Relevant and Sustaining Pedagogies
Personal Thoughts/Questions
Provides children cultural competence in their home and in the dominant cultures
Continues to evolve from a stance of awareness/recognition to support and sustanance
Consideration for the preference towards visible or invisible pedagogies
How can educators respect families wishes while advocating for more progressive pedagogies?
Cast a 'queer eye' on more than just gender and sexuality
Makes use of the Anti-Bias goals for education
Participation on its own is a force for resisting oppressive systems
The idea of de-centration has come up often for me in this and other courses. While I agree with a national framework, best practices for individual communities (at many levels) will be best decided upon by the individuals living and learning in those communities.
This includes the voices of children
Learning is not only meant for children.
Rejects deficit thinking and theorizing
Familial support academically, personally, and professionally
Professionalization of the ECE workforce
Research actually supports improved child outcomes using this approach
Becoming a Culturally Responsive Teacher
Check your privilege - because you have it!
View of families and how educational philosophies are shared with them
This process makes the connection between the material and me. When reflecting about how these concepts show up in my life, I see that they do, in fact, impact my life.
Raising self-awareness
Make an effort to know who and what life in the local community looks like
Bring community Funds of Knowledge into the school community
Language matters greatly here.
Examine intersectional identities
Do not appropriate for the sake of 'cuteness' or expectation
This piece is important to me personally, as I am likely going to work with a large Hispanic population in the future. In addition to the group likely comprising many different ethnicities, I need to bring these cultures into the school/classroom tastefully.
Support family participation in all structures and systems within and outside of the school that affect their lives.
Reconceptualizing ECE
Get involved in more advocacy and policy work.
One thing I appreciate about this program is the support and background to know how to do this well.
Changing Demographics
Notice and appreciate these forms of capital because families need them to survive within the system
Considers families from an 'assets perspective'
The role of translanguaging/multilingualism
Thinking about my personal experiences, this is a huge area that I can advocate within.
Two-Generation Framework inherently believes in CCW
Be willing to get uncomfortable.
Be willing to get uncomfortable.
Everyone is more than the sum of any one of their identities
Systems, both of privilege and oppression, are all interconnected
Key component of Critical Race Theory
It is also important not to exploit this form of capital! E.g. Don't assume that children or families are your personal translator or dictionary.
How can we become partners?
Don't compare your experiences to families' - you may have these forms of capital, but they likely don't function in the same way.
A desire to 'sustain' vs. 'recognize' cultural difference because there is something to be offered by it
Self-awareness and self-study are key
One reason democratic practice and participation result in richer outcomes
Need for holistic support for children and families
Isolating issues is a White Supremacist 'either/or' approach to problem solving
Children and families are increasingly poorer, less educated, and less connected
One source of the need for re-centering and reconceptualizing ECE
Partially (fully?) a result of oppressive systems
Educational system is a driving force perpetuating both privilege and oppression
What may have worked in the past no longer does.
The evolution from deficit approaches to culturally sustaining pedagogies
Challenge to see the strengths of all families in the midst of this shift
What works for some may be oppressive for others
Part of being a Critically Responsive Teacher is continual reflection and shifting of practices - the work is never done
The idea that the work is never done is one of the most stressful pieces for me.