Identifying and Dismantling Racism and Ableism in Early Educator Professional Development

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Working Toward Remedy and Repair in Early Childhood Teacher Preparation and Professional Development (Table 8)

Abstract

In early childhood, significant emphasis has been placed on bringing children closer to widely accepted developmental and behavioral norms without critical reflection on the extent to which such norms reify racism and ableism. This perspective can be reinforced by professional development (PD) that eschews intersectionality and centers white, middle-class, monolingual, non-disabled notions of normalcy (Pugach et al., 2021; Saavedra & Pérez, 2018). The current project describes the process and outcomes of a PD curriculum review conducted to examine Head Start educators’ access to information that promotes their use of inclusive and culturally responsive practices supporting children of color with disabilities. Additionally, the session will discuss alternative approaches for PD that truly help dismantle racism and ableism.

Author

• Hailey Love, University of Wisconsin - Madison