Promoting Empathy and Social Democracy Through Child Development: Autoethnographic Journey of Three Early Childhood Educators

• In Event: Sheraton Roundtable Session 33
  In Roundtable Session: Responsive Teachers as Advocates and Activists

Abstract

Our research examines how we teach child development content to early childhood teacher candidates and our efforts to make it more culturally sensitive. Two research questions guided our inquiry: How can we help pre-service teachers to develop culturally sensitive practices grounded in empathy and social democracy? What are the roles of teacher educators in helping pre-service teachers engage in culturally sensitive practices?
Using collaborative autoethnography, we relate our narratives and present three interrelated themes that characterize our experience promoting social democracy and empathy: Textbook or no: Grand Theories as the Dominant Voice in the Field; Needs vs. Wants: Equipping Future Early Childhood Educators; and Promoting social democracy and empathy through child development: Envisioning an Emergent Curriculum.

Authors

• MinSoo Kim-Bossard, The College of New Jersey

• Jody L. Eberly, The College of New Jersey

• Arti Joshi, The College of New Jersey