Sister Outsider: Lived Experiences of Black Women Early Childhood Educators Who Employ Culturally Relevant Pedagogy

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Multiculturalism and Diversity Education (Table 14)

Abstract

Using the theoretical frameworks of critical race theory, Black feminist thought, and intersectionality, the purpose of this critical narrative inquiry study was to examine how five Black women early childhood educators’ lived experiences informed their use of culturally relevant pedagogy in pre-k to third-grade classrooms. Data were collected through individual semi-structured interviews, sister circles, Photovoice, and researcher-produced life notes. Findings from my co-researchers’ stories demonstrated how they (re)membered their culturally situated work with young children and families, (re)imagined how the authentic lives of BIPOC children are reflected in early learning spaces, and (re)cognized the inherent power of cultivating the genius of BIPOC minds.

Author

• Meghan L. Green, Erikson Institute
  Presenting Author