Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Durden, Tonia Renee; Escalante, Elsita; Blitch, Kimberly A.

doi:10.1007/s10643-014-0651-8

Cited by 60 publications

(44 citation statements)

References 20 publications

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“…12-13) in the analysis of curriculum, instruction, assessment, segregation and economic policies and practices in schools. Critical race theory is infrequently applied to early childhood preservice teacher education contexts (Nash 2013), where studies of race often center on teaching antibias, critical literacy, or culturally relevant pedagogy (Carter 2008;Derman-Sparks and Ramsay 2006;Durden et al 2014;Kuby 2013;Souto-Manning 2011;Vasquez 2008). Studies of young children's construction of race have been conducted primarily in school settings (Aboud 1988(Aboud , 2003Ausdale and Feagin 2001;Rogers and Mosley 2006).…”

Section: Review Of Literaturementioning

confidence: 99%

Reifying and Resisting Racism from Early Childhood to Young Adulthood

Nash

Miller

2014

Urban Rev

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This article explores parallel findings from two critical ethnographies (Miller in Whiteness, discourse, and early childhood: an ethnographic study of three young children's understandings about race in home and community settings. University of South Carolina, Columbia, 2012; Nash in Blinded by the white: foregrounding race and racism in a literacy course for preservice teachers. University of South Carolina, Columbia, 2012) of white early childhood teacher educators using a critical race stance as they researched race and racism in two contexts: an early childhood education course and home and community settings with the author's own three young children. In each context, the researchers/authors found that participants used discourse to both resist and reify racism. The authors share these findings, offering implications and questions for critical reframing of the socially and historically located meanings of race and racism in early childhood education and teacher education.The teacher education field is rife with promises and commitments to challenging inequities and promoting teaching excellence in diverse, urban settings. Current accreditation and licensure policies mandating attention to issues of diversity have resulted in a sprinkling of courses in urban education, culturally relevant pedagogy, revisions of mission statements, and increased attention to diverse field placements

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Section: Review Of Literaturementioning

confidence: 99%

Reifying and Resisting Racism from Early Childhood to Young Adulthood

Nash

Miller

2014

Urban Rev

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“…17-18). Early educators do this by fostering children's academic success, cultural competence, and sociopolitical consciousness for all of their students (Durden et al 2015).…”

Section: The Pd Coursementioning

confidence: 99%

“…As Ullucci (2011) and others (e.g., Durden et al 2015) have pointed out, many have written about the importance of culture within the education process, but what teachers ''actually do'' to address students' sociocultural worlds in their teaching is still lacking (p. 390). This article begins to attend to this issue by exploring how Ms. Caldas examined the dynamic of parental incarceration with her culturally and linguistically talented students in a high-stakes urban teaching context.…”

Section: The Pd Coursementioning

confidence: 99%

“I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context

Brown

Mowry

2016

Early Childhood Educ J

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Policymakers' demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this challenge, this article examines the experiences of one pre-kindergarten teacher who participated in a professional development course that asked her and her colleagues to implement culturally relevant lessons with their students in their high-stakes urban teaching context. She took up this challenge by examining the issue of parental incarceration with her culturally and linguistically talented students. Analyzing her and her students' experiences in this investigation provides insight into how early educators can begin to address their students' sociocultural worlds through culturally relevant pedagogical practices within their standardized teaching contexts.

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“…The purpose of multicultural education is transform various learning approaches, change their conceptualization and organization, so that individuals from various cultures have the same opportunity to learn. (Machmud & Alim, 2018) This is because learning with cultural references will empower students socially, emotionally, politically or intellectually (Durden, Escalante, & Blitch, 2015). TK Vanda Perta Rini Kalasan is one of Kindergarten school in Sleman regency, Yogyakarta, that implements multicultural education in their teaching-learning process.…”

Section: Introductionmentioning

confidence: 99%

Developing A Pop-Up Storybook Based on Multicultural Education for Early Childhood Students

Kusumaningrum

Wahyono

2019

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This development research was aimed to produce multicultural education-based Pop-Up storybooks for early childhood students. This development research referred to the development design procedures developed by Thiagarajan et al. The development design was grouped into four development procedures, which include: (a) define, (b) design, (c) develop, and (d) disseminate. The product trial was carried out through 2 stages: the limited trial done with only 6 students of Grade B in TK Vanda Perta Rini Kalasan and the main trial done with 22 students of Grade B in TK Vanda Perta Rini Kalasan. The results of the product feasibility assessment score through product validation from media expert were 3.8 (very feasible) and from material expert were 4 (very feasible). Based on the result, it can be concluded that the pop-up book is effective to be used for introducing the understanding of multicultural education for early childhood students.

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Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Cited by 60 publications

References 20 publications

Reifying and Resisting Racism from Early Childhood to Young Adulthood

Reifying and Resisting Racism from Early Childhood to Young Adulthood

“I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context

Developing A Pop-Up Storybook Based on Multicultural Education for Early Childhood Students

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