Meghan L. Green – författare

Learn how to create more just and equitable spaces for the young children you serve. Written by experienced educators, Community, Love, and Connection in Early Care and Education is a call to action for early care and education professionals who are ready to make real change in children’s lives. Drawing on Maisha Winn's framework of transformative justice in education, the authors address the harms and challenges embedded in early childhood education, while offering strategies for dismantling systems of oppression and creating spaces where all children can thrive. You'll uncover how to recognize and confront challenges in the field; implement anti-racist practices that foster a more inclusive and supportive environment for every child; rethink “developmentally appropriate" practices that often fail children from historically disinvested communities; and avoid language that labels and limits children, particularly in relation to race, disability, and multilingualism. Whether you are an early care provider, teacher, administrator, or community advocate, this book will help you challenge traditional practices. It offers a wealth of practical strategies for fostering spaces that are inclusive and just, so you can contribute to shaping the future of education—one that is more equitable, hopeful, and joyful for all young children and their families.

Daughters of (Re)Imagined Early Childhood Education: Reflective Narratives of Black Women Educators in Texas during Covid-19 delves into the transformative journeys of seven Black women early childhood educators in north Texas from 2020 to 2022. Amidst the challenges of a global pandemic and the socio-political upheaval brought by anti-critical race theory legislation, these educators reflect on how their intersecting identities shaped their unique pedagogical approaches.This compelling book highlights the personal growth and pedagogical evolution of these educators, emphasizing the need to move beyond superficial niceties and color blindness in early learning spaces. By centering the lived experiences of Black women on the front lines of education during crises of health and racial injustice, this book offers invaluable insights for early childhood educators, teacher educators, and researchers engaged in critical qualitative and participatory action research.Daughters of (Re)Imagined Early Childhood Education invites educational stakeholders to learn from these narratives, challenging them to question the status quo and envision a more equitable future for early childhood education. This collection is a vital addition to the literature, showcasing the resilience and innovation of Black women educators in a time of unprecedented change.

Daughters of (Re)Imagined Early Childhood Education: Reflective Narratives of Black Women Educators in Texas during Covid-19 delves into the transformative journeys of seven Black women early childhood educators in north Texas from 2020 to 2022. Amidst the challenges of a global pandemic and the socio-political upheaval brought by anti-critical race theory legislation, these educators reflect on how their intersecting identities shaped their unique pedagogical approaches.This compelling book highlights the personal growth and pedagogical evolution of these educators, emphasizing the need to move beyond superficial niceties and color blindness in early learning spaces. By centering the lived experiences of Black women on the front lines of education during crises of health and racial injustice, this book offers invaluable insights for early childhood educators, teacher educators, and researchers engaged in critical qualitative and participatory action research.Daughters of (Re)Imagined Early Childhood Education invites educational stakeholders to learn from these narratives, challenging them to question the status quo and envision a more equitable future for early childhood education. This collection is a vital addition to the literature, showcasing the resilience and innovation of Black women educators in a time of unprecedented change.

Daughters of (Re)Imagined Early Childhood Education: Reflective Narratives of Black Women Educators in Texas during Covid-19 delves into the transformative journeys of seven Black women early childhood educators in north Texas from 2020 to 2022. Amidst the challenges of a global pandemic and the socio-political upheaval brought by anti-critical race theory legislation, these educators reflect on how their intersecting identities shaped their unique pedagogical approaches.This compelling book highlights the personal growth and pedagogical evolution of these educators, emphasizing the need to move beyond superficial niceties and color blindness in early learning spaces. By centering the lived experiences of Black women on the front lines of education during crises of health and racial injustice, this book offers invaluable insights for early childhood educators, teacher educators, and researchers engaged in critical qualitative and participatory action research.Daughters of (Re)Imagined Early Childhood Education invites educational stakeholders to learn from these narratives, challenging them to question the status quo and envision a more equitable future for early childhood education. This collection is a vital addition to the literature, showcasing the resilience and innovation of Black women educators in a time of unprecedented change.

Daughters of (Re)Imagined Early Childhood Education: Reflective Narratives of Black Women Educators in Texas during Covid-19 delves into the transformative journeys of seven Black women early childhood educators in north Texas from 2020 to 2022. Amidst the challenges of a global pandemic and the socio-political upheaval brought by anti-critical race theory legislation, these educators reflect on how their intersecting identities shaped their unique pedagogical approaches.This compelling book highlights the personal growth and pedagogical evolution of these educators, emphasizing the need to move beyond superficial niceties and color blindness in early learning spaces. By centering the lived experiences of Black women on the front lines of education during crises of health and racial injustice, this book offers invaluable insights for early childhood educators, teacher educators, and researchers engaged in critical qualitative and participatory action research.Daughters of (Re)Imagined Early Childhood Education invites educational stakeholders to learn from these narratives, challenging them to question the status quo and envision a more equitable future for early childhood education. This collection is a vital addition to the literature, showcasing the resilience and innovation of Black women educators in a time of unprecedented change.

This book provides a comprehensive exploration of Black women academics’ legacy of knowledge production and intellectual thought, while balancing the intersecting pressures of social, familial, and academic responsibilities. Through the (her)stories of Black scholars, educators, activists, and mothers, it highlights how Black mothers in the academy navigate the interconnectedness of human rights, educational access, scholarship, pedagogy, and community service. Grounded in the intersectional experiences of Black womanhood—particularly mothering and othermothering—this book illustrates the profound impact of gender and race within higher education.Edited by two Black motherscholars, this book centers the narratives of Black women in academia, amplifying their voices in response to the silencing of their experiences. It challenges institutions to reimagine policies and practices that support Black women scholars, addressing how they disrupt traditional understandings of knowledge production, Black womanhood, and motherhood in predominantly white academic spaces. This book explores five key themes: 1) Black motherscholars’ joy and wholeness as a form of resistance, 2) challenging white-centric notions of mothering and othermothering, 3) intergenerational experiences of Black motherscholars, 4) the impact of daughtering on their academic lives, and 5) revolutionary mothering in hostile academic environments. This book incorporates a range of contributions, including empirical research, conceptual works, and creative expressions such as photography, and poetry, incorporating gender-expansive experiences of Black motherscholars beyond heteronormative perspectives. This book calls on higher education leaders to confront white patriarchy and the exploitation of Black women’s labor, providing strategies to support revolutionary mothering in academia. It amplifies Black motherscholars’ call for radical care and connection, fostering a more equitable academic future for Black women and their children.