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Representation of People of Color in Critical Early Childhood Spaces: Issues and Possibilities


by Michelle Salazar Pérez, Cinthya M. Saavedra, Felicia V. Black, Ysaaca Axelrod, Ranita Cheruvu, Elizabeth Rollins, Ayesha Rabadi-Raol & Angela Molloy Murphy — June 08, 2018

This commentary is a dialogue concerning the lack of representation and participation of people of color in professional critical organizations.


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Cite This Article as: Teachers College Record, Date Published: June 08, 2018
http://www.tcrecord.org ID Number: 22405, Date Accessed: 12/9/2018 2:50:35 PM

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About the Author
  • Michelle Salazar Pérez
    New Mexico State University
    E-mail Author
    MICHELLE SALAZAR PÉREZ is associate professor of Early Childhood Education at New Mexico State University. She uses critical qualitative methodologies and Black feminist thought to examine dominant constructions of childhood/s, particularly how they influence public policy and subjugate the lived experiences of marginalized people/s and communities. Her work has been published in the journals Equity & Excellence in Education, Journal of Early Childhood Teacher Education, Global Studies of Childhood, and Qualitative Inquiry.
  • Cinthya Saavedra
    University of Texas Rio Grande Valley
    E-mail Author
    CINTHYA M. SAAVEDRA is an associate professor and Academic Director of the Mexican American Studies Program at the University of Texas Rio Grande Valley. Her research centers Chicana/Latina feminist epistemology in the investigation of emergent bilingual, immigrant and borderland experiences in education. Dr. Saavedra’s work is published in Equity & Excellence in Education, International Journal of Qualitative Studies in Education, Language Arts, and TESOL Quarterly.
  • Felicia Black
    Long Island University
    E-mail Author
    FELICIA V. BLACK is an Assistant Professor of Early Childhood Urban Education at Long Island University, Brooklyn Campus. Dr. Black’s research interests include preschool education, teacher professionalism and professional development, practitioner inquiry methods, and applications of feminism and post-structural perspectives in early childhood education.
  • Ysaaca Axelrod
    University of Massachusetts Amherst
    E-mail Author
    YSAACA AXELROD is an Assistant Professor of Early Childhood and Elementary Education at the College of Education at the University of Massachusetts Amherst. Her research interests are in Early Childhood language and literacy development, in particular focusing on emergent bilingual and multilingual children and the intersections between language and identity development in young Latinxs.
  • Ranita Cheruvu
    William Paterson University
    E-mail Author
    RANITA CHERUVU is an Assistant Professor of Early Childhood Education at the College of Education at William Paterson University of New Jersey. Her scholarly and teaching interests focus on multiculturally relevant teacher education practices and the preparation of teachers of Color, as well as anti-racist and culturally sustaining pedagogies for young learners.
  • Elizabeth Rollins
    Teachers College, Columbia University
    E-mail Author
    ELIZABETH ROLLINS is an early childhood educator, doctoral student, research assistant, and instructor in the Curriculum and Teaching department at Teachers College. Her research focuses on young children's agentive learning through language and literacy practices. As she incorporates her experiences within Reggio Emilia-inspired programs and the frameworks of several early childhood language and literacy specialists, she looks critically into child-adult power relations and seeks to join other educators in efforts to find ways for minoritized children to author early childhood curricula.
  • Ayesha Rabadi-Raol
    Teachers College, Columbia University
    E-mail Author
    AYESHA RABADI-RAOL, M.A. in Early Childhood Education - General and Special Education, is an Ed.D. student in the department of Curriculum and Teaching at Teachers College, Columbia University, New York. Her research focuses on justice and equity issues in early childhood education and teacher education; with a focus on how students and teachers of color, as well as other marginalized populations have been positioned in and by educational institutions.
  • Angela Molloy Murphy
    Portland State University
    E-mail Author
    ANGELA MOLLOY MURPHY is a doctoral student at Portland State University.
 
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