Chapter 9
In: Advancing Critical Pedagogy and Praxis across Educational Settings
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Abstract
Teacher preparation programs have opportunities for equitable critical collaboration with community partners in pre-service teacher clinical placement coordination. This chapter explores an early childhood teacher preparation program’s experiences reflecting on and reshaping exclusive and marginalizing practices that perpetuate power disparities in arranging clinical placements in a community in the Pacific Northwest. We conceptualize critical mutualism as an aspirational goal of our established relationship-based approach to community partnerships (characterized by trust, candid communication, and mutually beneficial outcomes). We sought to discover inequities in existing partnerships and co-create solutions toward a more diverse early childhood teacher workforce.