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

Session Type: Symposium

Abstract

This session shares the practices and pedagogies of a public university’s early childhood teacher education program that serves predominantly low-income women from a range of “minoritized” backgrounds who work in (and stay in) the historically underserved, culturally/linguistically/racially diverse communities of NYC. The presenters - instructors in and graduates of the program who represent the racial/linguistic backgrounds of the students – share different aspects of how the program supports teacher candidates to obtain a master’s degree, state certification, and consequently serve their communities: learning through inquiry and active experiences; incorporating children’s and families’ strengths and funds of knowledge as well as communities’ assets in teaching; modeling care, respect and understanding of bias, racism, and equity issues; multi-layered supports to support progress toward goals.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Teacher & Teacher Educator Learning

Chair

• Beverly Falk, City College of New York - CUNY

Papers

• Inquiry and Experience-Based Science Learning in an Urban Public University's Early Childhood Education Program - Nancy Cardwell, City College of New York - CUNY

• Supporting Teacher Candidates in Developing Awareness of and Respect for Communities’ Assets and Funds of Knowledge - Rory M. Scott, City College of New York - CUNY

• Diversity, Equity, Inclusion, and Belonging: Strategies to Support Social Justice in Early Childhood Teacher Education - Folakemi Williams, City College of New York - CUNY

• Nurturing High-Quality Racially/Culturally/Linguistically Diverse Early Childhood Professionals: Multiple Avenues of Support - Alycia Rhinehart, City College of New York - CUNY

Discussant

• Cecilia M. Espinosa, Lehman College - CUNY