Amplifying Voices of Early Childhood Professionals on a BA Pathway: A Critical Feminist Study

• In Event: Voices and Diverse Experiences of Early Childhood Educators

Abstract

Traditional teacher education programs often marginalize community-based birth-five early childhood educators. However, studies show that teachers with an early childhood degree have stronger relationships with children and families and provide more culturally responsive care and education overall. Place-based teacher preparation pathways offer an alternative as they reduce barriers and increase accessibility and inclusivity for ECE students. This study, informed by critical feminist theory, explores the lived experiences and sociopolitical realities of Head Start/Early Head Start teachers pursuing a place-based BA. Participatory methods of autoethnography, journey mapping, and group meaning making led to a set of findings intended to inspire the development of socially just alternative BA pathways and offer transformative implications for the early childhood profession.

Authors

• Kathleen Sparrow, University of Colorado - Denver

• Lori Geismar Ryan, University of Colorado - Denver