How Immigrant Early Childhood Education Women Practitioners Reclaim Power and Authority in a Foreign Land Through Self-Identity and Self-Study

• In Event: Volcanic Disruptions: Breaking the Mold Through Teacher Research

Abstract

This qualitative research study focused on the experiences of 4 immigrant early childhood teachers currently working in the United States. This research study examines the reclamation of power and authority of these women practitioners through self-identity and self-study. Through applying a critical discourse and critical narrative analysis of data gleaned from a self-study of the author and a series of interviews with four other early childhood education (ECE) teachers. This study simultaneously challenges commonly held deficit views towards immigrant ECE teachers and suggests strategies that early childhood center supervisors and administrators can consider to better support their immigrant teachers to help them reclaim their innate power and authority as ECE women immigrant practitioners.

Author

• Nodelyn Abayan, San Francisco State University
  Presenting Author