ART(ifacts) of Belonging: Arts-Based Explorations of Identity in Immigrant Teachers of Color in Early Childhood Education

Authors

  • Ayesha Rabadi-Raol Sonoma State University
  • Aura Pérez-González CSU Channel Islands

Keywords:

Teachers of Color, Immigrant Teachers, Nepantla, Arts-Based Research, Poetic Analysis, FotoHistorias, Qualitative Inquiry, LatCrit

Abstract

Over the past four decades, the field of early childhood education in the U.S. has witnessed a growing racial/ethnic mismatch between the identities of early childhood educators and their young students (Souto-Manning & Cheruvu, 2016; U.S. Department of Education, 2016; Ladson-Billings, 2021). Despite the need for more teachers of color (TOC), there is not enough systemic support for TOC. With a particular focus on immigrant teachers of color (ITOC) our study emphasizes that it is imperative for our field to learn from the experiences of ITOC, and how and why “teachers of Color come to teaching and what pulls them away” (Haddix, 2017, p. 144). 

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Published

2024-12-30

Issue

Vol. 11 No. 1 (2024): Post-foundational and Critical Childhood Studies: New and Emerging Scholarship-Part I

Section

Articles (Peer Reviewed Research)

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