Are We There Yet? Examining Sociocultural Contexts of Culturally Relevant Pedagogy and Antibias Teachings in Early Childhood

• In Event: Roundtable Session 79
  In Roundtable Session: Critical Race Talk in Pre-K-12 School Settings

Abstract

This case study used culturally relevant pedagogy and anti-bias education to examine how children’s socio-cultural development and awareness were encouraged in a quality early childhood program. Data sources included a multicultural efficacy survey, interview transcripts, and observational field notes. Finding from case analyses suggested teachers were cultural learners, pedagogically surviving within the ethnically diverse setting whereas children were cultural teachers, expertly using their cultural tools to teach and learn from parents, teachers and peers. Parents were the cultural observers of the cultural dance within the classroom eager however to participate. This study offers insights on the social and cultural contexts involved in culturally relevant and anti-bias teaching and learning in early childhood education.

Authors

• Tonia Renee Durden, University of Nebraska - Lincoln

• Kimberly Ann Blitch, University of Nebraska - Lincoln