Transforming Early Childhood Education Through Culturally Sustaining Pedagogy

Search for this publication on Google Scholar
Ardrey, T. (2017). Transforming Early Childhood Education Through Culturally Sustaining Pedagogy. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

348 views ◎
251 downloads ⇓


Abstract

Low-income African American children have been identified among the majority of children without access to high-quality early education (Barnett, Carolan & Johns, 2013). Consequently, they lack the necessary skills to successfully navigate the schooling process (Wesley & Buysse, 2003). This lack of school readiness is only exacerbated by the dissonance between the school and home cultures of these students as it forces them to navigate between the cognitive and behavioral expectations necessary for academic success and the cultural values and beliefs of their families and neighborhoods. For many young children this may be both challenging and overwhelming especially in the absence of intentional transitional support between home culture and school culture, which makes the role of early educators so important. Early educators must be equipped with the necessary skills and knowledge to prepare students to succeed in mainstream culture while simultaneously affirming their home cultures (Ladson-Billings, 1995). In acknowledgement of this need, my dissertation is an auto ethnography in which I highlight my experiences as administrator implementing culturally sustaining pedagogy (CSP) into my predominantly African American early education program. In particular, I examine how I used CSP to foster both student and teacher engagement in an effort to enhance the quality of early care and education that we provided for the children and families. Additionally, I examine how CSP can be merged with the normalized predetermined criteria of quality as defined by developmentally appropriate practices in order to ensure that the cultural and developmental needs of all children are met. This study reflects on the insight I gained about developmentally appropriate practices and the implementation of culturally sustaining pedagogy throughout the journey. Thus, I share my successes, my challenges, dilemmas, and epiphanies. I also provide suggestions for future research.

Details
Author

Ardrey, Tameka

Title

Transforming Early Childhood Education Through Culturally Sustaining Pedagogy

Physical Description

1 online resource (161 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Low-income African American children have been identified among the majority of children without access to high-quality early education (Barnett, Carolan & Johns, 2013). Consequently, they lack the necessary skills to successfully navigate the schooling process (Wesley & Buysse, 2003). This lack of school readiness is only exacerbated by the dissonance between the school and home cultures of these students as it forces them to navigate between the cognitive and behavioral expectations necessary for academic success and the cultural values and beliefs of their families and neighborhoods. For many young children this may be both challenging and overwhelming especially in the absence of intentional transitional support between home culture and school culture, which makes the role of early educators so important. Early educators must be equipped with the necessary skills and knowledge to prepare students to succeed in mainstream culture while simultaneously affirming their home cultures (Ladson-Billings, 1995). In acknowledgement of this need, my dissertation is an auto ethnography in which I highlight my experiences as administrator implementing culturally sustaining pedagogy (CSP) into my predominantly African American early education program. In particular, I examine how I used CSP to foster both student and teacher engagement in an effort to enhance the quality of early care and education that we provided for the children and families. Additionally, I examine how CSP can be merged with the normalized predetermined criteria of quality as defined by developmentally appropriate practices in order to ensure that the cultural and developmental needs of all children are met. This study reflects on the insight I gained about developmentally appropriate practices and the implementation of culturally sustaining pedagogy throughout the journey. Thus, I share my successes, my challenges, dilemmas, and epiphanies. I also provide suggestions for future research.

Genre

doctoral dissertations

Subjects--Topics

Early childhood education

Degree

D.Ed.

Keywords

African American
Culture
Early Childhood
Engagement
Ethnography

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Chance

Committee Members

Hancock, Stephen
Butler, Bettie
Lim, Jae

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2017.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Ardrey_uncc_0694D_11366

Permalink

http://hdl.handle.net/20.500.13093/etd:523