Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness
This study includes an in-depth examination of 9 students’ weekly reflections and reactions to a hybrid (synchronous and asynchronous) course for preservice teachers focused on diversity and equity topics in early childhood. Through online learning modules and readings organized into six units and 14 lessons, students covered a variety of topics including race, culture, gender roles, and socioeconomic diversity. Embedded videos and activities as well as synchronous guest speakers supported connections to material. Students reacted to content by processing areas of tension and challenge, and displayed individual tension and growth across all units with weekly writing and self-reflection being instrumental in processing their reactions. Implications for developing impactful online courses focused on antibias, equity, and social justice topics and preparing educators to be aware of their own biases are discussed.
Childhood Education and Family Studies
Blanchard, Sheresa Boone, Elizabeth King, Amy Van Schagen, Marisa Roach Scott, Danielle Crosby, and Jennifer Beasley. "Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness." Journal of Early Childhood Teacher Education 39, no. 4 (2018): 346-363.
Journal of Early Childhood Teacher Education