Abstract
This chapter revises two important critical pedagogy concepts—cultural competence and critical consciousness—so they make meaning in early childhood educational contexts. Cultural psychology theories are used to re-conceptualize these terms from a non-Euro-centric perspective to emphasize that children's holistic development is nuanced particularly by the communities that they develop within. These terms are also examined from a critical pedagogical context of “super-diversity” through a discussion on identity and community cultural wealth to broach the idea that sites of early childhood education must serve as spaces that give agency and empowerment, given the trans-migratory world we live in. Further, Derman-Sparks and Edwards' conception of anti-bias education is demonstrated in the use of Persona Dolls, specifically for pedagogical leadership, in instructional settings as a way to broach critical pedagogy. Finally, some strategies for pedagogical leadership are suggested.
TopIntroduction
Early childhood education and research in related fields until recently, have largely operated from the assumption that culture is experienced rather universally by very young children and that they do not understand the nuances of socio-cultural aspects and identities. The question of diverse perspectives did not arise as the “child research paradigm…mostly focused on the universal child and what children have in common” (Cohen & Korintus, 2016, p.55). The terminology generally used to describe young children are ‘developing’, ‘emerging’ or ‘evolving’ as they grow in age. Further, instructional settings often operate on the assumption that diversity and cultural competence or critical consciousness raising amongst very young children is not a topic that is necessary or essential as their development is not considered distinctive to location or identity. Rather, instructional settings focus on social-emotional development, skills and knowledge. In other words, the theories of child development were mostly envisioned in universal terms and not in specific cultural, racial or otherwise terms that describe or include diversity.
However, it is becoming increasingly apparent that the effects of racism, politics, oppression and situational contexts are manifest in very young children in their behavior early on and that these topics must be addressed. In fact, recent studies on genetics have suggested that trauma and memories of traumatic experiences have such a deep effect that our very DNA could possibly be altered due to these (Youssef et al., 2018). For example, there is evidence to show that the systemic racism towards African or Black diasporic people sometimes manifests in otherwise healthy second generation or third generation African or Black people who move to the United States from largely Black countries (Read & Emerson, 2005, Mays, Cochran & Barnes, 2007). It is also becoming apparent to a rising number of leaders in the field of early childhood education that there is a distinct dissonance between policy and practice; organization and management; and leadership competencies (Arabella Advisors, May 2019). Yet, in a recent survey of stakeholders in leadership roles in the early childhood field in California, topics of cultural competence and critical consciousness were not amongst the identified leadership criteria to be developed and implemented in order to meet the demands of a very diverse field (California Department of Education, 2019).
Key Terms in this Chapter
Professional Learning Community: Loosely, based on the concept of “community of practice” (Lave and Wenger, 1991 AU123: The in-text citation "Lave and Wenger, 1991" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), it is a form of learning by doing or learning by experiencing or learning through evolving as a professional group. In the context of early childhood education, a professional learning community is a holistic approach to leadership.
Storying: The aspect of narration that relates to the narrator’s identity. It is the idea that a story is never divorced from its teller – that when a story is told by a teller, storying becomes the way that the teller incorporates their identity into the story, whether this is through the choice of words, gestures, descriptions, or languages.
Critical Pedagogy: Entrenched in Brazilian academic Paulo Freire’s writings, it situates all educational contexts as political and power related. Teaching and learning, therefore, must acknowledge power as central to all creation of knowledge. Freire’s philosophy calls for teachers (as people who hold this power) to become critically aware or conscious of their practices. Teachers must empower their learners to become active change makers through their teaching. In the United States, this term has been extrapolated by such theorists as Michael Apple, Antonia Darder, Henry Giroux, Peter McLaren, Ira Shor, etc. Some of the key critical pedagogical concepts that have subsequently become common vernacular are ‘critical consciousness’, ‘cultural competence’, and ‘praxis’.
Critical Consciousness: Translated from the Portuguese term ‘conscientização’, it is the intense awareness of one’s political, cultural, and situated identity. It is a process of coming into being and knowing oneself; taking more responsibility for the choices we make towards transformation.
Cultural Competence: A firm sense of oneself; The critical awareness of one’s own culture, cultural identities, positions and the roles these play in the everyday actions and behaviors that one engages in.
Super-Diversity: The transnational, trans-migratory, global nature of our current world that makes our young “super-diverse” – beyond just ethnicity, race, class, gender, language, and so on.
Performing Identity: The idea that the persona that each of us portrays is somehow defined by society. It is the idea that semantics, politics, and power constructs a large part of ones’ identity and sometimes, we are defined by that construction – therefore ‘performing’ identity.
Pedagogical Leadership: An amalgamation of pedagogy and leadership particularly for the early childhood instructional context. The focus is on educator dispositions that are based on sound research, deep knowledge of childhood development and a balance of organizational leadership.
Praxis: Practice that is a constant cycle of action, reflection and reformation leading to deeper consciousness and transformation. A self-reflexive process of engagement towards betterment.