For Justice: Rethinking Early Childhood Language and Literacy Development in Teaching and Teacher Education

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity in Early Childhood Education: Exploring Community Wealth, Critical Pedagogies, and Culturally Sustaining Practices in Teacher Preparation Programs (Table 12)

Abstract

This article explores critical pedagogical practices for language and multilingual teacher educators using an intersectional lens to inspire current and future teachers and promote social justice in early childhood literacy. It highlights the significance of intersectionality in addressing equity and diversity, particularly focusing on racialized immigrant identity. The paper emphasizes understanding positionality as a Nepantlera or Border Crosser to examine race, gender, language, and ethnicity intersections in education. By recognizing these interconnected factors, the study advocates for including intersectionality in literacy curriculum development and expanding teacher candidates' notions of literacy and language learning.

Author

• Ayesha Rabadi-Raol, Sonoma State University