Time Well Spent

Although I have learned a great deal about a variety of contexts, programming options, issues, and trends related to the field of early childhood, my most significant learning involves issues of power and oppression.  A dominant culture has risen within our society due to a belief that certain groups are the more desirable than others.  Because of their perceived supremacy, particular groups believe that they are entitled to try to help others be more like them, or face the consequences of marginalization.  I believe these attitudes are dangerous to our increasingly diverse communities and the children and families we serve as we work towards building equity.  We will continue to struggle to find equity if we continue to hold any particular group of people as the ideal while marginalizing others. 

As a white person growing up in a middle-class, English-speaking family who was familiar and well acclimated to the education system I attended, whether or not I would complete college was not up for debate. It was simply programmed into my mentality through my home culture. My parents are highly literate individuals who began helping my sister and me plan for college when we were still in elementary school. I attended a high school in which I had guidance counselors help me prepare college applications and set up meetings with college admissions counselors. My family and academic support system helped foster the academic skills that helped me become a viable college applicant. This support system also helped garner scholarship opportunities and the necessary financial aid to make higher education possible for me. Although I paid little attention to my inherited social identities prior to this program, I now realize I have been afforded many privileges. Many of my social groups have led to privileges through which I have been granted "smooth access to institutions," broad economic opportunities, and numerous social support (Derman-Sparks & Edwards, 2010, p. 25).

Although I feel that I have experienced important new learning related to power and oppression throughout this program, there are three that I will discuss here. The first major lesson has helped me understand that working for equity and social justice is a lifelong journey. While the work can feel overwhelming and the system too deeply engrained within society, this is important to remember because expecting immediate and significant change can lead to emotional fatigue and professional burnout (Laureate Education, Inc., 2011). This lesson reminds me to be comfortable with my own growth and motivates me to continue to grow.

Secondly, I have grown to understand that communicating and collaborating with others is important. I often want to deal with challenges independently and rely only on self-reflection. While I recognize self-reflection as important, I will strive to build a support system of colleagues who can help tackle issues that strive towards building equity. I must not stay inside my own bubble, as doing so would limit my opportunity for growth. Empathizing with a lesson that Derman-Sparks shared, I understand I must be willing to take constructive criticism and use it to improve my practice (Laureate Education, Inc., 2011). Additionally, I must be willing to provide colleagues with constructive criticism, understanding the importance of collaboration in our shared vision of building equity. If we all approach issues from the same perspectives, it will be difficult to accomplish anything. All parties involved with a particular challenge must be given a voice. 

The third significant leaning related to this program involves gaining more perspective regarding my own self-identity. Understanding who we are as individuals is essential to our work with young children and their families. I feel I was blinded to my own sense of internalized privilege that I had carried (unknowingly) for most of my life. Understanding that I have internalized a sense of privilege allows me to start making steps to break away from this way of thinking. As Taylor suggests, we carry with us the history of the groups we are part of, therefore, I carry with me history of being part of the power culture responsible for the marginalization of other groups (Laureate Education, Inc., 2011). I have grown through this new understanding, and am more aware of the social benefits I have received. As I have grown to deepen my understanding of such issues, I feel that I can support others to grow as well in our search for equity and social justice. 

Through these learnings, I will be consistently motivated to improve my own practices. Part of being comfortable with my own growth is recognizing my responsibilities as an early childhood professional. When it comes to issues of power and oppression, one of my goals in my work with children is to help them learn about and appreciate similarities and differences (Derman-Sparks & Edwards, 2010). As I continue to grow as a professional, I will continue to gain skills that will help children develop positive attitudes and values towards differences. This will be evidenced by the improved quality of interactions between children in my classroom, interactions between staff and families, and interactions between the students and staff in my classroom. Interactions will be characterized by respect and the power dynamics will be balanced. Open and sensitive dialogue will be maintained. This will help children develop the skills that will lay the foundation for standing up against injustices in the future as they develop healthy relationships with diversity (Derman-Sparks & Edwards, 2010). 

As this program concludes, I recognize it as a bittersweet end, and a new beginning. Over the course of this program, we have had the opportunity to discuss a wide variety of topics related to the field. Through this collaboration, I have gleaned many new insights that I could not have gained independently. The communication and collaboration provided by our course work and facilitation of our instructors has helped me grow as a professional. For that, I thank all of you.

It is my hope that we can continue our collegial relationships as we enter into a new phase of our career. With advanced degreed in early childhood, we now have the opportunity to lead as advocates for young children, their families, other ECE professionals, and the field itself. I wish you well in these efforts, and please feel free to contact me if you seek any support in your future efforts (paswanson10@gmail.com).

Warmest Regards,

Parker

Jobs/Roles in the ECE Community: Internationally

According to their website, the Association for Childhood Education International (ACEI) envisions a world in which every child in every nation has access to high-quality education. They promote a global community of early childhood educators and believe that access to high-quality education helps foster healthy development for young children. ACEI believes professional development to be an essential component for educators, and committed early childhood professionals must continue professional growth to ensure their efforts reflect the needs of changing societies (http://acei.org/).  

By working to combine research, experience, and practice, ACEI seeks to spread the word about how to enhance children's skills and abilities by implementing new approaches worldwide. I chose this organization in recognition that effective teaching strategies take place all over the world. In the United States, I think we often become focused on professional development offered locally, and forget to reach out to our colleagues internationally. The ACEI seems to be an excellent resource that could assist in expanding our understanding of successful new approaches being taken worldwide (http://acei.org/).  

UNICEF is an organization focused on ensuring that every child around the world is given their human rights. As an internationally respected organization, they are able to influence policy makers and turn innovative ideas into realities that benefit children. In order to make the world a better place for all, UNICEF believes efforts must be taken to improve living, health, social, and educational conditions for children. By upholding the Convention on the Rights of the Child by being part of the Global Movement for Children, UNICEF works to promote better lives for all (http://www.unicef.org/).

As early childhood professionals in the United States, we often focus our efforts for equity on children in our own communities. Of course home is incredibly important, however it is important to be mindful of the living conditions for those around the world. If we truly are working towards equity for all, we must remain mindful of children around the world. UNICEF can help in those efforts as they are active in 190 countries worldwide (http://www.unicef.org/). 

Save the Children is also an international organization working to protect children and promote their well-being. According to their website, Save the Children believes that every child in the world deserves the right to a healthy start. Children should be provided with opportunities to learn in a safe and nurturing environments, and they should be protected from harm. Because disaster strikes far too often, Save the Children looks to ensure that children's needs continue to be met under devastating circumstances. They pursue large-scale change and save the lives of children all over the world (http://www.savethechildren.org/). 

I chose this organization to share for similar reasons as I chose UNICEF. In advocating for the rights of children, it is important that respected organizations organize their efforts to protect and support them. Becoming involved with such an organization that truly save the lives of children (http://www.savethechildren.org/). 

In thinking about job opportunities in the international community of early childhood, one position that stood out to me through UNICEF's website is an Educational Specialist position in the Democratic Republic of the Congo. The qualifications needed to be hired in this position are:

• Advanced university degree in Education, Primary Education, or Social Sciences
• Experience with identifying and monitoring gender inequalities
• 8 years of professional educational work experience at national and/or international levels 
• Experience working in the UN or other international development organizations
• Fluency in English and French

Another job that caught my attention was Research Program Manager in Florence, Italy with responsibilities in overseeing research projects pertaining to the well-being of children. Qualifications for this job include:

• Advanced university degree in the Social Sciences, Public Administration, International Relations, Business Administration, Public Health, or Education. PhD with research experience is desirable.
• 5 years of relevant work experience at the national or international levels in management regarding development research
• Fluency in English and at least one other United Nations working language (e.g., French, Spanish)