ABSTRACT
In this chapter, the author describes a journey of inquiry and self-discovery for himself and preservice early childhood educators to better understand how looking inward at their identities could help us understand and confront racism in teaching and the early childhood field. Participatory action research principles focus on democratic processes, equity, liberation from oppression, and enhancement of people's full potential. With a significant time commitment to the self-reflection process, guided support by teacher educators and mentors, and support in grappling with critical social theories, preservice teachers can push back on a lifetime of silence and avoidance on topics of race and racism. Preservice educators rely on college faculty, mentors, field supervisors, and instructional coaches to guide them in their learning. The preservice educators' own voices and reflections about their learning should be celebrated, encouraged, and pushed towards increasing complexity.
