Heidi Hollingsworth and Mary Knight-McKenna from the Dr. Jo Watts Williams School of Education recently published an article in the "Journal of Early Childhood Teacher Education" exploring the role of advocacy projects in preparing early childhood educators to address inequities.
Two faculty members in the Dr. Jo Watts Williams School of Education recently published an article titled, “Deepening Awareness of Inequities: Investigating an Advocacy Project in Early Childhood Teacher Education” in the “Journal of Early Childhood Teacher Education.”
The research of Heidi Hollingsworth, associate professor and director of the master of education program and Mary Knight-McKenna, professor emerita, sheds light on the critical role of teacher preparation programs in fostering future educators who are not only skilled in teaching but also committed to advocating for equitable policies for young children, families and the early childhood profession.
The study focused on an undergraduate course that embedded a policy and advocacy project designed to increase students’ understanding of inequities in early childhood education. Through qualitative analysis of students’ written reflections, the researchers explored how this project shaped students’ knowledge about inequities and their attitudes toward taking an active role in advocacy.
Findings from the study revealed a range of outcomes: while some students developed surface-level knowledge of equity issues, others experienced deeper insights, particularly in areas directly related to their project focus. Notably, a few students described new insights on equity-minded leadership, recognizing the importance of advocacy in addressing systemic inequities. Several also expressed a heightened awareness of inequities beyond their own projects and a commitment to confronting these challenges through advocacy efforts.
The article underscores the importance of early childhood teacher preparation programs in cultivating not only teaching skills but also a passion for social justice and policy advocacy. The authors discuss the implications for teacher education, calling for a stronger emphasis on advocacy training to empower future educators to champion equitable policies that support all children and families.
This publication highlights the Dr. Jo Watts Williams School of Education’s dedication to preparing educators who are both classroom leaders and advocates for meaningful, lasting change in the field of education.