Professional Conversations about Race, Culture and Language in Early Childhood Literacy Education: An Administrator's Journey
In an attempt to fill this gap, utilizing tenets of ethnography, critical ethnography and autoethnography and a pattern analysis for examining data, I sought to understand: What happens when a school administrator and teachers of three- four- and five-year-old children engage in long-term professional study designed to explore issues of culture, race, language? What challenges are met? How are those challenges negotiated? How is the experience reflected in day-to-day life in the classrooms, particularly as it relates to supporting children's positive literate identities? What is the role of the administrator in this process? Author: Maria Sabina Mosso-Taylor, University of South Carolina.