Abstract
ABSTRACTIn an undergraduate families and communities course situated at a university in the borderlands of the United States and Mexico, early childhood majors have used Black feminist thought combined with photovoice to generate projects that explore family and community experiences with power and oppression. As a professor, teaching assistant, and student enrolled in the course, we share our conceptualization of Black feminist photovoice, student trends and issues engaging with photovoice throughout the semester, and provide an example culminating project that focuses on colonization. By describing students’ engagement with Black feminist photovoice, we illustrate how transformative spaces can be forged in early childhood teacher education, where students critically examine the struggles and empowerment of marginalized communities, and generate possibilities to serve as agents of social justice and change.
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