The Potential of Culturally Relevant Picture Books to Challenge White Supremacy in Early Childhood Education

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: (Re)Centering Ecologies Toward Advancing Equity (Table 16)

Abstract

White supremacy perceptions about humanity have implications in early childhood education. The deficit thinking and assumptions about marginalized children are part of the problem why children's picture books are not related to or represent the identities of minoritized children. The deficit construction of marginalized children has also led to the increased inclusion of children's picture books with an immense Eurocentric view that represents very few identities of marginalized children. Through the lenses of critical race theory and culturally sustaining pedagogies, this paper argues the significance of culturally relevant picture books in early childhood settings. It discusses the potential of children's books to challenge White supremacy in early childhood education, and to support children's positive development of ethnic and racial identities.

Author

• Laura Marcela Cardona Berrio, University of Texas - San Antonio
  Presenting Author