Historical Commodification of Women: Designing Reimagined Spaces Supporting Teacher Quality With Our Radical Refuge

• In Event: Looking at the Histories of Black and Latina Early Childhood Educators to Guide the Future of Early Childhood Education

Abstract

Positionality: As a Brown-skinned Latina, veteran classroom teacher, and current researcher supporting teacher mental health and wellness, I have always thought of the term ‘teacher quality’ quite differently than historical conceptions. The value of Latina and Black women has long been based on labor and reproduction perpetuating harmful evaluations rooted in sexism and slavery.
If we believe the teacher ‘is’ quality [rather than requiring she prove she is ‘of ’ quality] then we would ask: How do we create a space worthy of quality teachers?


Purpose: This study challenges historical notions of teacher quality[1] in early childhood education (ECE) and proposes a transformative approach that recognizes and honors the inherent value of women. We review the historical commodification of women[2-4] - showcased at cultural events like cotillions, debutante balls, and quinceañeras - and introduce the Radical Refuge: a physical, social and emotional space free of racist and sexist injustices.

Theoretical Framework and Methods: This study was grounded in critical race spatial analysis[5], which recognizes the influence of identity and positionality[6] on socio-spatial experiences. It also draws upon feminist theories of identity awareness[7,8] to expose and challenge the commodification of Latina and Black women.
We present Latina and Black educators experiences of the Radical Refuge: a physical virtual support group and in-person retreat space embodying social and emotional spaces where women’s identity was recognized and celebrated. As part of an ongoing professional program in 2022, sixty educators across NYC, engaged in a four-stage process of facilitated identity development through awareness-building, processing trauma, healing, and replenishment (Figure 1).
Qualitative data was collected during the virtual support group and retreat focus groups, education journey mapping, real-time video feedback, and Self-in-Relation-to-Teaching [9,10] cognitive interviews. We present education journey maps which explore the lived experiences of women educators and reveal critical counternarratives[5]. These journeys offer the unseen experiences, emotions, and evaluations throughout the lifespan of Latina and Black educators within ECE.


Findings: Findings reveal that traditional external evaluations of teacher quality - grounded in white, male-dominant values - perpetuate inequality, erode teacher morale, and contribute to attrition rates among Latina and Black women educators. The Radical Refuge- a space designed to support their mental health and wellness- offers a transformative approach that centers on recognizing and honoring teachers' intrinsic worth[11]. This approach challenges existing external evaluation practices requiring women to showcase their value, and highlights the significance of creating sacred spaces that celebrate teachers' identities[12].
Scholarly Significance: This research holds scientific and scholarly significance by critically examining the need to reconceptualize teacher quality in ECE. Instead of focusing on recruiting and retaining teachers[13], with the mindset and language of imprisonment, we [re]imagine a humanizing approach to workforce sustainability through spatial justice[14]. By centering the experiences and positionalities of Latina and Black women educators, the study challenges the dominant narrative and offers a professional space that addresses the systemic traumas of racism and sexism. The Radical Refuge program demonstrates a humanizing and empowering approach that can inform future professional development initiatives and policies in ECE.

Author

• Vanessa Rodriguez, New York University