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).
Purpose
The purpose of this chapter is to emphasize that children’s holistic development is cultural, historical and nuanced particularly by the communities that they develop within (Rogoff, Morelli & Chavajay 2010). The second purpose of this chapter is to demonstrate the use of Persona Dolls1 specifically for pedagogical leadership in instructional settings as a way to broach critical pedagogy. Methods that encourage talk and play amongst the very young give us a glimpse into their situated identities (Dyson & Genishi, 1994, Lindfors, 2007), and are ideal for teacher leaders. One such method is the use of Persona Dolls that was developed initially as a way to introduce abstract notions such as culture and bias for young children through play. A third purpose is to broach the idea that sites of early childhood education must serve as spaces that give agency and empower the performance of multiple identities given the “super-diversity” and “trans-migratory” world we live in (De Graeve, 2016). Further, the three objectives that this chapter will attempt to address is as follows:
- 1.
To define: What is cultural competence when it comes to an early childhood audience? What is critical consciousness for the very young?
- 2.
To strategize: Pedagogical leadership for teachers and other personnel working with a 0 to 8 population. How can we begin to view the development of very young children from a cultural, historical, and situated perspective?
- 3.
To demonstrate practical applications of cultural competence amongst the very young through the use of Persona Dolls as a play-based story or narrative method that teacher leaders can use in their everyday practice.
Through examples of teachers planning and using Persona Dolls in early instructional settings, this chapter explores the nature of how critical consciousness raising amongst the very young is possible. This chapter also suggests research-based strategies that could be used by teachers to become pedagogical leaders in early childhood centers.