Revising Cultural Competence and Critical Consciousness for Early Childhood Education

Abstract

This chapter revises two important critical pedagogy concepts—cultural competence and critical consciousness—so they make meaning in early childhood educational contexts. Cultural psychology theories are used to re-conceptualize these terms from a non-Euro-centric perspective to emphasize that children's holistic development is nuanced particularly by the communities that they develop within. These terms are also examined from a critical pedagogical context of “super-diversity” through a discussion on identity and community cultural wealth to broach the idea that sites of early childhood education must serve as spaces that give agency and empowerment, given the trans-migratory world we live in. Further, Derman-Sparks and Edwards' conception of anti-bias education is demonstrated in the use of Persona Dolls, specifically for pedagogical leadership, in instructional settings as a way to broach critical pedagogy. Finally, some strategies for pedagogical leadership are suggested.