Teacher Efficacy and Impacts of Justice Centered Inclusive Settings on Multiply Marginalized and Underrepresented Preschool Students

Abstract

Within educational systems across the nation, traditionally marginalized and multiply marginalized and underrepresented (MMU) groups, composed of students of color, students with dis/abilities, students living in poverty and/or emergent bilinguals, continue to be excluded and segregated, perpetuating discriminatory practices both inside and outside of school spaces. Inclusive systems however, provide a more equitable and higher quality education for all children and are instrumental in shifting discriminatory attitudes beyond classroom walls. Preschools provide the first context where children interact with the world and people outside their homes. They are prime spaces to develop social relationships and a sense of belonging rooted in seeing the value of diversity. When students of diverse abilities, backgrounds and ethnicities play, socialize and learn together, respect and understanding grow. The interplay of race, language, ability, class, and age are examined through the long history of educational reform policies that have targeted MMU students with less than impactful results. One possible way forward may lie in supporting educator recognition of dysconscious racism and dysconscious ableism and actively shifting deficit based perceptions through justice centered and inclusive educational settings. An underlying theme of this discussion is how fostering teacher efficacy for social justice and knowledge of Dis/Crit Classroom Ecology and its four components of Dis/Crit Resistance, Curriculum, Pedagogy and Solidarity can engender equitable educational outcomes concerning opportunity gaps, identification of special services and exclusionary discipline practices.Key Terms: Multiply Marginalized and Underrepresented (MMU), early childhood, inclusion, dysconscious racism, dysconscious ableism, Dis/Crit Classroom Ecology, Social Cognitive Theory, teacher efficacy