Perspective Shifts of White Early Childhood Teacher Candidates Engaging With Antiracist Pedagogy

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Critical Issues in Early Childhood Education

Abstract

While student populations become increasingly culturally, linguistically, ethnically and socioeconomically diverse, early childhood teacher education programs continue to be populated by predominantly White, middle class and female candidates. In this paper, we explore the shifts in perspectives of eight White early childhood teacher candidates that participated in the Collaborative Partnerships Initiative (CPI), a specialized, two-year program of study and service learning in highly diverse elementary schools. Data were analyzed using a theoretical framework that explores how teachers form professional identities as they navigate expectations for their teaching practice, their personal beliefs about how children learn, and their own lived experiences. Findings suggest that CPI supported teacher candidates to undertake their own anti-racism journeys and to work towards anti-racist teaching practices.

Authors

• Tiffany Rowland, University of Toledo

• Ruslan Slutsky, University of Toledo

• Victoria Renee Pope, University of Toledo