scholarly journals Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

2021 ◽  
Vol 41 (1) ◽  
pp. 45-56
Author(s):  
Christine L. Hancock ◽  
Chelsea W. Morgan ◽  
James Holly
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Personnel Preparation ◽  
Critical Race ◽  
Race Theory ◽  
Children Of Color ◽  
Preparation Programs ◽  
Classroom Ecology

Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

(Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education

2016 ◽  
Vol 17 (4) ◽  
pp. 442-446 ◽  
Author(s):  
Sara Michael Luna
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Graduate Program ◽  
Linguistically Diverse ◽  
Early Childhood Teacher ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice ◽  
Admissions Policy ◽  
Linguistically Diverse Students

Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA’s perceived academic language demands; (2) A tension emerged between financial demands of edTPA and the constraints of immigrant and linguistically diverse students; and (3) edTPA rubrics and requirements required students of color to write and rewrite their teaching selves to match the external standard.

scholarly journals A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

2021 ◽  
Author(s):  
Chanequa Cameron
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Critical Race Theory ◽  
Professional Identity ◽  
Feminist Theory ◽  
Working Conditions ◽  
Real Life ◽  
Early Childhood Educators ◽  
Critical Race ◽  
Race Theory

The College of Early Childhood Educators (CECE) regulates registered early childhood educators (RECEs) in Ontario, Canada. The CECE distributes numerous communications to RECEs, whereby the text (both implicitly and explicitly) works to situate ECEs within a particular professional identity. This research study applies discourse analysis to code and categorize text from 66 communications disseminated by the CECE to RECEs. I identify five key discourses as well as several discursive strategies used to reinforce the discourses that contribute to the construction of a professional identity for Ontario RECEs. This study also employs two theoretical frameworks, feminist theory and critical race theory (CRT), to examine “what is not being said” by the CECE about the realities of RECE working conditions. I offer a counter-discourse to provide a narrative account of how particular RECE working conditions and real life professional experiences collide with the five discourses, and create a professional crisis in a current patchwork system. Keywords: professional identity, discourses, constructionism, feminist theory, critical race theory (CRT)

scholarly journals British Columbia's Full Day Kindergarten Program Guide: A Critical Race Analysis

2012 ◽  
Vol 37 (1) ◽  
pp. 12-20
Author(s):  
Jennifer Moule
Keyword(s):  
Early Childhood ◽  
Elementary Schools ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Full Day Kindergarten ◽  
School Day ◽  
Full Day ◽  
Insight Into ◽  
Race Analysis

In September 2011, all elementary schools in British Columbia, Canada began providing a full school day of kindergarten to its children. Prior to this, the majority of children experi-enced kindergarten in a half day for-mat, while the province provided a full day to children from “certain pop-ulations” of ethnicity, language, and ability. Supporters of the change pro-fess that a full day of kindergarten can be beneficial for all children, which will subsequently benefit the province in general. This paper aims to gain insight into how the contemporary discourses in early childhood educa-tion in relation to full day kinder-garten influence the racialized experi-ences of British Columbia's young children of colour. A textual analysis was conducted on the Full Day Kindergarten Program Guide (2010) from the lens of Critical Race Theory. The guide's ambiguous use of the con-cept of “culture” is highlighted.

On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color

2021 ◽  
pp. 004208592110179
Author(s):  
Mariana Souto-Manning
Keyword(s):  
Early Childhood ◽  
Lived Experiences ◽  
Immigrant Children ◽  
Critical Race ◽  
Children Of Color ◽  
Immigrant Mother ◽  
The Us ◽  
Feminist Perspectives

Belonging matters in early childhood. Despite its importance, the majoritarian conceptualization of belonging is seldom problematized. In the US, the politics of belonging draws racialized lines of inclusion and exclusion, (re)inscribing longstanding racialized systems of inequity and injustice. Through critical race and Latina feminist perspectives and methodologies, an immigrant mother and son of Color examined their lived experiences. Findings unveil the urgency of upending formal racialized notions of belonging—for example, citizenship, co-naturalized with whiteness. Attending to the palpable consequences of ideological and relational borders that exclude and subjugate immigrants of Color, implications call for abolishing belonging as property and cultivating collective healing.

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