A Critical Content Analysis of Cultural Bias in Early Childhood Education Teacher Preparation Textbooks

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Decolonizing Teaching and Learning in the Early Years (Table 7)

Abstract

The field of early childhood education adherence to white, middle-class standards is deeply embedded in teacher education curriculum and textbooks. Through this lens, Children of Color and of low socio-economic status are perceived through cultural, linguistic, and school-readiness deficits while the developmental patterns, values, and experiences of white, middle-class children are positioned as the norm. Utilizing critical race theory and a critical content analysis, authors identify six forms of cultural and racial bias in textbooks used to prepare ECE teacher candidates: selective xenophobia, assumption of privilege, assumption of deficit, coded language and subliminal messages, statistical violence, and cultural shaming. They argue teacher candidates must dismantle white supremacy in teacher education through critical reflection and examination of curricular materials.

Authors

• Crystasany R. Turner, University of Wisconsin - Milwaukee

• Michele Turner, Madison College