Abstract
This article highlights the need to redefine 'quality' in early childhood education (ECE) and challenges systems that devalue Latina and Black women educators. It advocates for recognizing teachers' inherent value and creating a supportive framework that promotes their well-being. The "Radical Refuge" program is introduced as a means of addressing systemic traumas through identity development and healing. Activities like Education Journey Mapping shed light on how traditional measures of quality negatively affect teachers' self-worth. The article emphasizes the importance of teachers' personal experiences and their ability to foster relationships with students. It concludes with hope for a reimagined concept of quality that honors the brilliance of Latina and Black women educators, leading to a more inclusive education system.
Author Biography
Vanessa Rodriguez
Vanessa Rodriguez, EdD, is a native New Yorker with 10+ years teaching in NYC public schools, and current Assistant Professor at NYU Grossman School of Medicine, at the Center for Early Childhood Health and Development. Dr. Rodriguez’s research supports teacher 1) Identity development, 2) SEL and 3) Mental health utilizing her Five Awarnesses of Teaching framework and Self-in-Relation-to-Teaching interview method. This trauma-informed approach - grounded in feminist theory and racial justice - guided the development of the Radical Refuge professional program, (see Harvard Ed. Magazine coverage) and a healing retreat (Fostering Emotional Engagement for Learning and Liberation) for Latina and Black women early childhood educators.
Recommended Citation
Rodriguez, V.
(2024).
The radical refuge: Reconceptualizing teacher quality liberated from the historical commodification of Latina and Black women in early childhood education.
Occasional Paper Series,
(51).
DOI: https://doi.org/10.58295/2375-3668.1522
Included in
Development Studies Commons, Early Childhood Education Commons, Gender and Sexuality Commons, Race and Ethnicity Commons, Social Justice Commons, Teacher Education and Professional Development Commons