Exploring Impacts of Early Childhood Teacher Preparation Through Photovoice: Challenging Settler Colonialism in the Classroom

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Challenges and Disruptions to Eurocentric Perspectives in Early Childhood (Table 5)

Abstract

This study examines teachers’ perceptions of the impact their early childhood (prenatal to age 8) teacher preparation program has on their practice as public elementary school teachers (PreK-3rd grade). Framed by postcolonial understandings, methods include photovoice and focus group discussions as means to produce data and knowledge with and alongside participants, particularly around diversity, equity, and implementation of a state-wide Indigenous curriculum. As expected, evidence of colonizing practices greatly influence the school day, however, findings reveal promising themes of the participants’ commitments to critical reflection, social justice, and values inherent in early childhood education despite pressures to conform to standardized curricula and mandated practices. This research underscores the critical role of early childhood teacher preparation programs in fostering transformative pedagogies.

Authors

• Emmanuelle N. Fincham, Western Washington University

• Carolyn Brennan, Western Washington University

• Margarita Ruiz, Western Washington University

• Meilan Jin, Western Washington University