Culturally Responsive Self-Care Practices for Early Childhood Educators as a Foundation for Equity

• In Event: Marriott Roundtable Session 29
  In Roundtable Session: Productive Partnerships in Supporting Diversity and Inclusion in Early Childhood Settings

Abstract

The current study investigates stress and self-care in early childhood education professionals, through the lens of critical race theory, culturally sustaining pedagogy, intersectionality, and decolonization. We collected 202 surveys and 36 in-depth interviews internationally. Through counter-storytelling, participants describe their intersectional identities, their navigation of workplace stressors, and their own self-care. Stressors reflected challenges of structural issues of oppression in ECE including racism and professional devaluation. Self-care beliefs and practices reflected a range of cultural values. We argue that existing self-care discourse does not adequately address the experiences recounted by this professional population. These narratives demonstrate the importance of the creation and implementation of effective and culturally relevant professional development structures and opportunities for self-care.

Authors

• Julie M. Nicholson, Mills College

• Priya Mariana Shimpi, Mills College

• Lawanda Wesley, Oakland Unified School District

• Julie Kurtz, Julie Kurtz Consulting

• Hannah Shack, University of British Columbia

• Christine Hagerup, Mills College