Beyond the Illusion of Diversity: How Early Childhood Teachers Can Promote Social Justice

Abstract

Whereas professional organizations recognize the centrality of diversity in school curricula and instructional practices and most educators conceptually agree, little of this information and ideology is translated into classrooms. When examining the ethos in most schools, the valuation of diversity is not readily apparent in teacher attitudes, instructional practices, curricula, and school policies. Although rapidly changing demographics and accompanying negative performance trends of students from nonmainstream backgrounds implore educators to consider issues of diversity and equity, teachers give little or no substantive attention to sociocultural and sociopolitical issues that mediate teaching and learning in an increasingly diverse world. In this article the author encourages educators to envision and enact new legacies on behalf of humanity. The author discusses issues of social justice along with pedagogical strategies and includes examples from micro and macro levels of society.

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