Exploring Social Justice and Professionalization of the Field: Reflections From a Veteran Head Start Teacher

• In Event: Power to the Field!: Equity and Transformation in Early Childhood Workforce and Education
  In Paper Session: Power to the Field! Equity and Transformation in Early Childhood Workforce and Education

Abstract

Early childhood has long been concerned with “professionalizing the field”. Policies created in the name of professionalization can exasperate already existing systemic inequities present in the early childhood workforce. In this paper we explore the consequences of professionalization policies from the perspective of a veteran Head Start teacher. We found that (1) professionalization policies weakened relationships between teachers and between teachers and families, (2) tensions were present between district and Head Start Policies, (3) the district’s lack of knowledge about Head Start policies and the exclusionary nature of the district’s response to Head Start staff impacted early childhood programming. These findings create opportunities for policymakers to think about how to disrupt inequities present in our current conceptualizations of professionalization.

Authors

• Kristin L. Whyte, Mount Mary University

• Katherine Kresin Delaney, University of Toledo