Abstract
As US schools become increasingly diverse, the population of teachers who serve them remains predominantly homogeneous. Teacher preparation programs must prepare pre-service teachers to draw from multicultural perspectives or multiple ways of knowing if they truly intend to cultivate effective culturally responsive educators. This article presents a clarion call for the remembering of hidden Black intellectual thoughts on early childhood, while reconceptualizing and expanding conceptions of foundational educational theorists in the field. The findings demonstrate that both the teacher educator and students developed and enhanced their cultural competence and critical consciousness.
Published Version
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