Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Contemporary Issues in Early Childhood Pub Date : 2022-10-05 DOI:10.1177/14639491221128246

Hailey R. Love, C. L. Hancock

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引用次数: 1

Abstract

Efforts to “professionalize” early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies to honor relationships and interdependence.

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紧张是转变的机会:在幼儿教师教育项目中应用歧视性抵制

通过专业标准、执照要求和标准化评估来“专业化”幼儿教育的努力旨在支持有效的实践，纠正早期教育工作者所经历的薪酬不平等。然而，这样的举措可能会无意中加强霸权发展主义，并在很大程度上促进了白人健全的规范和狭隘的教与学观点。因此，努力与种族主义和残疾歧视作斗争的教师教育工作者可能会遇到一些紧张局势，这些紧张局势是在当前的人事准备环境中，在为职前教师准备毕业和认证时，试图应用批判性观点所导致的。在这篇文章中，作者运用残疾批判种族理论(DisCrit) Resistance来探索这些紧张关系，并提供潜在的方法，它们可以作为支持公平的关键机会。他们讨论了教师教育工作者如何制定离散课程、教学法和团结，以使内容所代表的知识多样化;关注并肯定众多被边缘化的有色人种教师的身份和天赋;打破权力等级制度，尊重人际关系和相互依赖。

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来源期刊

Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.