Disrupting Eurocentric Norms: Centering BIPOC Voices in Early Childhood Teacher Education

• In Event: Disruption and Deconstruction With Early Childhood Teachers and Teacher Educators

Abstract

Knowledge systems of early childhood education in the U.S. are based on Eurocentric norms, which need disruption to serve the learning and development of the increasingly diverse students in contemporary classrooms (Souto-Manning & Rabadi-Raol, 2018). Literature in the field has historically discussed the experiences of BIPOC individuals with a deficit perspective; in need of remediation. This qualitative research study uses strengths-based perspectives to learn from the stories of childhood with 5 participants who self-identify as Black, Indigenous, People of Color (BIPOC).
Critical Race Theory (CRT) (Ladson-Billings & Tate, 1995) which focuses on racism as endemic, and Nepantla or Borderlands Theory (Anzaldúa,1987) which describes the in-betweenness felt by BIPOC individuals will be employed to legitimize and focus on positive childhood experiences.

Authors

• Ayesha Rabadi-Raol, Sonoma State University

• Victoria Vaswani, Sonoma State University

• Celia Salazar, Sonoma State University

• Lauren Cooper, Sonoma State University