ART(ifacts): Arts-Based Explorations of the Teacher Preparation Experiences of Early Childhood Teachers of Color

• In Event: Arts and Innovative Methodologies

Abstract

This research study investigated the teacher preparation experiences of two immigrant Early Childhood Teachers of Color, utilizing Critical Race Theory (Ladson-Billings & Tate, 1995), LatCrit (Solórzano & Yosso, 2001), and Nepantla (Anzaldúa, 1987).The primary research question was: How do Early Childhood Teachers of Color recall their experiences within their teacher preparation programs? The research methodology involved the use of FotoHistorias and Poetic-Counterstories to elicit emotionality and provide a platform for marginalized voices. Conversational interviews, participatory photography, and photo elicitation were employed. The findings indicated that the participants perceived their experiences as undervalued, delegitimized, isolated, and under-supported. This study challenges deficit-based narratives and highlights the impact of racial/ethnic identities on the experiences of Teachers of Color in Early Childhood Education.

Authors

• Ayesha Rabadi-Raol, Sonoma State University

• Aura Yarenis Perez-Gonzalez, California State University - Long Beach