This qualitative research study brings to light the need for a Critical Race Theory approach to early childhood education. Ten early childhood educators were interviewed and asked about how they teach about race and racism with their students. Four major findings are identified and described within the study, Devaluing Children's Ability; Ethnic Identity and Cultural Belonging; Critical Race Turning Points; and Challenges of Teaching About Race and Racism. Critical Race Turning Points is new, innovative conceptual tool and model that describes motivations of educators that work towards positive, social justice oriented change in their teaching. Conclusions recommended in this study include: the need to for a professional organization for early childhood educators working for racial and social justice, a mandate for more consistent education levels for early childhood educators, and inclusion of topics of race, racism, and social difference in early childhood education curriculum.
|Advisor:||Perez Huber, Lindsay|
|Commitee:||Piker, Ruth, Portnoi, Laura M.|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 54/03M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Pedagogy, Early childhood education|
|Keywords:||Anti-bias education, Critical race theory, Early childhood education, Race and racism, Social justice, Teacher pedagogy|
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