Recognition and resistance of settler colonialism in early childhood education: perspectives and implications for Black, Indigenous, and Teachers of Color

Abstract

In this article, we utilize the Transformational Indigenous Praxis Model (TIPM) to analyze interviews from beginning teachers and teacher candidates in early childhood education who identify as Black, Indigenous, or People of Color (BIPOC). Findings revealed that participants developed a degree of consciousness to name the settler-colonial constructs that impacted their practice, but their understanding was not enough to overcome such conditions. We conclude with recommendations to support teachers enacting transformational praxis by generating opportunities to collectively develop antidotes to contexts of standardization.