Diversity, Equity, Inclusion, and Belonging: Strategies to Support Social Justice in Early Childhood Teacher Education

• In Event: Preparing Educators to Teach for Democracy: Inquiry, Active Learning, Culturally Responsive, Antiracist/Anti-Oppressive, Humanizing Practice

Abstract

1. Objectives or purposes
The objective of this presentation is to share strategies that support teacher candidates in an urban public university’s early childhood teacher education program to understand, develop and strengthen strategies in their teaching practice that raise awareness about bias and generally support diversity, equity, inclusion and belonging.

2. Perspective(s) or theoretical framework
This presentation is grounded in a theoretical framework that sees implicit bias exists as a deterrent to equity – regarding race, culture, class, gender, sexual orientation, and abilities. In order to move toward a more just democracy, citizens need to recognize and acknowledge bias and the institutionalization of it in our society. The presenter’s perspective is both as a graduate of and current instructor in the early childhood teacher education program.

3. Methods, techniques, or modes of inquiry
This presentation is based on a self-study of the early childhood teacher education program that is the focus of this symposium. It was conducted by the program faculty as well as a self-study/inquiry of the course – Problems and Issues in Early Childhood Education - that the presenter experienced as a student and currently teaches. The course emphasizes issues of diversity, equity and inclusion, with a strong focus on interrogating implicit bias of all kinds.

4. Data sources, evidence, objects, or materials
Data sources used to generate findings for this inquiry include the faculty self study and the instructor’s reflections about the experiences she provides for teacher candidates, course syllabus and notes, teacher candidates’ completed course assignments, and teacher candidates’ reflections about the course as detailed in course evaluations. Additional data are the work produced by the children/students that the researcher has taught in a public school in an historically under-resourced community serving a largely “minoritized” community.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
Teacher candidates of all backgrounds report having gained a deeper understanding of implicit bias of all kinds and how their actions and attitudes impact children and their development. They also report and demonstrate increased strategies for supporting equitable and inclusive environments for the children they teach.

6. Scientific or scholarly significance of the study or work
Given the increasing diversity of our nation and the children and families in our schools, educators need to develop a full range of strategies for how to support diversity, equity and belonging in the learning environments they serve. Given also the disproportionately small number of teachers of color in schools that care for high percentages of children of color, equity and inclusion work is critical to ensure that educators of color be supported to succeed in educator preparation programs and gain the skills needed to support themselves, their colleagues, and their communities’ children/families. This presentation highlights strategies and practices that can address these goals.

Author

• Folakemi Williams, City College of New York - CUNY