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Revising Cultural Competence and Critical Consciousness for Early Childhood Education

Revising Cultural Competence and Critical Consciousness for Early Childhood Education

Ambika Gopal Raj
Copyright: © 2023 |Pages: 26
ISBN13: 9781668474686|ISBN10: 1668474689|EISBN13: 9781668474693
DOI: 10.4018/978-1-6684-7468-6.ch031
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MLA

Raj, Ambika Gopal. "Revising Cultural Competence and Critical Consciousness for Early Childhood Education." Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, IGI Global, 2023, pp. 615-640. https://doi.org/10.4018/978-1-6684-7468-6.ch031

APA

Raj, A. G. (2023). Revising Cultural Competence and Critical Consciousness for Early Childhood Education. In I. Management Association (Ed.), Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 615-640). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch031

Chicago

Raj, Ambika Gopal. "Revising Cultural Competence and Critical Consciousness for Early Childhood Education." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, 615-640. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7468-6.ch031

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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.

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