ABSTRACT
This chapter elevates the embodied experiences of Black women early childhood educators who have grappled with color-blindness in mostly White suburban, public school settings. Engaging in interviews and photovoice, and informed by a Black feminist lens, the research shared in this chapter illustrates the educators’ encounters with cultural erasure and racism, in addition to insights that provide educational approaches to disrupt color-blindness and promote more socially just pedagogical practices. Examples of these practices include how the educators engaged in self-care and professionalism, ways in which they designed social justice-oriented curriculum, and how they used love as a tool to transcend color-blindness. Fostering a collective, changed consciousness can disrupt color-blindness and reimagine early childhood education in ways that recognizes, honors, and celebrates the wisdom of Black women educators and children of color.
