Deepening and expanding our understanding of the identities and experiences of preservice teachers of color: Learning from their counterstories

This qualitative case study focuses on the experiences of four early childhood preservice teachers of color in an early childhood critical multicultural education course. More specifically, in a situated manner, this research examined the multiple and nuanced ways that preservice teachers of color negotiated their understandings of their racial identities within the context of the course. The questions guiding this study were: 1) In what ways do preservice teachers of color make sense of their experiences in an early childhood critical multicultural education course?; 2) What are preservice teachers' of color understandings of their racial identities?; and 3) Over spaces and time, in what ways do preservice teachers of color negotiate their understandings of their racial identities with their experiences in the course?;This study was framed by Critical Race Theory (CRT) and, thus, foregrounded race and racism in examining the experiences of preservice teachers of color. Data collection involved three individual interviews, and document analysis of course assignments, teaching journal, planning and course notes, and self-reflexive researcher's journal entries. Data analysis involved multiple readings of the data and its intersections with CRT.;Participants' experiences highlight the privileging and dominance of Whiteness in the course despite its aim to unmask and decenter White hegemony in early childhood education. In negotiating their course experiences with their understandings of their racial identities, participants had to contend with their internalizations of racial and linguistic deficit perspectives, and their adoptions of colorblind and assimilationist ideologies. These negotiations were shaped by their racialized experiences, schooling experiences, and commitments to working with children and youth from historically marginalized and underserved populations.;In a situated manner, findings from this study can shed light on other contexts. Findings raise implications for teacher education practices, programs, policies, and future research. The goal of this study was to contribute to the field's knowledge of the experiences of preservice teachers of color and their understandings of their racial and sociocultural identities. Such knowledge is critical to developing multiculturally responsive teacher education that enable preservice teachers of color to draw upon their lived experiences as pedagogical capital in early childhood settings.