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Abstract
This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system. Examining the evolution of some of these teachers’ conceptions and practices illuminates the challenges that exist in attempting to address culturally relevant issues with students in a highly scripted and surveilled teaching context. It also reveals three key issues that early educators, teacher educators, and those who advocate for early childhood education should consider when developing and/or enacting alternative conceptions of teaching in similar neo-liberal early education environments.
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