ABSTRACT

Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer colleagues a letter that considers the history and language of early childhood education with respect to race, racism, and in/justice. Blurring personal and shared processes of creative engagement and reflexivity, I seek to contribute to much-needed and long-overdue conversations about key early childhood teacher education issues, attending to how we might take action in the pursuit of justice as a profession. I then offer a second letter in which I outline a compelling path toward more just goals, approaches, and norms for our profession – toward a future in which early childhood teachers and teacher educators collectively revisit and problematize the past while committing to the active pursuit of more equitable and just futures for all members of all learning communities.

摘要

呼吁暂停以损害为中心的幼儿教师教育，在这篇文章中，我敦促美国幼儿教师教育工作者通过以愿望为中心的幼儿教师教育来设想并致力于为我们的职业创造一个公正的未来。以损害为中心的幼儿教师教育的解毒剂，它有问题地集中了对有色人种个人和家庭造成的伤害或创伤，跨代，以欲望为中心的幼儿教师教育中断了幼儿、家庭和社区的建设颜色如破碎。以愿望为中心的幼儿教师教育采用以资产为基础、以正义为导向的方法，该方法以独创性、知识、强大的遗产、丰富的价值观和由黑人、土著、和其他有色人种。在将破坏以损害为中心的幼儿教育和教师教育的必要性进行背景化之后，我给同事们写了一封信，其中考虑了幼儿教育在种族、种族主义和公正/正义方面的历史和语言。我模糊了创造性参与和反思的个人和共享过程，我寻求为关于关键的幼儿教师教育问题的急需和早就应该进行的对话做出贡献，关注我们如何在追求正义的职业中采取行动。然后，我提供了第二封信，其中我概述了一条通往更公正的目标、方法、