Untitled Document

Mary E. Earick, Ph.D

University of South Carolina

Instruction and Teacher Education

Early Childhood

At USC We Challenge the Status Quo

I grew up in Queens Village, NY and have lived in La Ciudad de Guatemala, Nuremburg, Germany, New Haven, CT and Albuquerque, NM. I taught for 16 years in New Haven, CT and provided professional development for 4 years in New Mexico. These positions spanned preschool through elementary urban education and included full inclusion, dual languages, science coordination and early childhood technology. I have been a Celebration of Teaching Excellence recipient in the State of CT and my teaching has been featured in the documentary and book, Starting Small: Teaching Tolerance in Preschool and the Early Grades . I have the unique opportunity at USC to teach in real schools through our PDS network. I know that social justice is the cornerstone of a democratic society and a successful educational system. Therefore each of us must be able to address diverse learning styles, critical multiculturalism and culturally relevant pedagogies to support equitable learning communities in our multiracial/cultural/lingual society. Understanding the significance and beauty of the diversity locally, nationally and internationally gives each of us conceptual knowledge needed to bridge research, theory and practice in early childhood education. My own research reflects the need to critically prepare teachers as they recognize how their ideological beliefs affect pedagogy and ultimately student outcomes. Critical self-reflection through action research is one way to support social justice.

I am fortunate to have an amazing family, sons Jon-22, Mason & Cade-4 and husband, Doug who prioritized my work and moved to South Carolina from New Mexico. They fill each of my days with excitement and joy. Without their support I would not have the energy or time to focus on my work.

Projects

Early Childhood Racial Identity Equity (ECRIE) ECRIE is a teacher professional development project that builds on the work of antiracism, Whiteness and early childhood scholars with the intention of moving antiracist professional development research past perception documentation to observable changes in teaching strategies. Classroom text, image and language artifact inventories, focused classroom observations and racial incident logs create the framework from which teacher inquiry groups examine and interpret the racial ideologies they make visible in their classrooms as they conduct action research. Identification of ideology moves teacher reflection from a passive act to one that can transform through the application of Racially Equitable change strategies to combat institutional, cultural and individual racism. ECRIE is currently underway in Columbia, SC.

Racially Equitable Teaching (In Press). Rethinking Childhood. Peter LangRacially Equitable Teaching is a call to action for early childhood professionals dedicated to closing the Achievement Gap. Using a critical race theory lens, I present outcomes that exist between current professional development paradigms, ideology and public education, specifically looking at how racial ideologies are used as tools to maintain the over-empowerment and privileging of Whites. Racially Equitable Teaching not only presents theory, but practical classroom applications for teachers and administrators, in an effort to move towards racial authenticity, racial balance, and positive racial in-group messaging, challenging the current reproduction of White racial hegemony in US public schools.

Literacy, Equity, Accountability and Diversity in Science (LEADS) LEADS builds on the “funds of knowledge” that families and teachers bring with them into classrooms in order to promote linguistic and cultural relevancy in the teaching and learning of science. LEADS offers a unique opportunity in the field of science education, promoting community building in the areas of early childhood education, science and cultural diversity through the collective voices of parents, public school teachers/administrators and university faculty. It supports cultural relevancy by partnering high quality content with the social context within which it is presented. Funding is under review.

Lichen on White Pine on the CDRC Playground

Nature-based Inquiry (NBI) NBI instruction focuses on the skills, processes and scientific attitudes of inquiry as applied to authentic and accessible nature environments; i.e., schoolyards and out door areas found at or near schools. Teachers receive materials, technical and instructional assistance in the development of standards-aligned curriculum utilizing schoolyard areas for science instruction, and in the conversion of areas of these schoolyards to be more “nature focused”, to benefit nature-based inquiry approaches with families and young children. NBI is built on research from child development, science teaching, learning and efficacy that focuses on depth of knowledge and authentic representations of subject matter that are geographically and culturally relevant. NBI is currently underway at the Child Development Research Center at USC and will expand into the Georgetown County School District in the spring of 2008. Funding for a statewide initiative is under review.

Mason and Cade Earick Observing in Their Backyard

Upcoming Presentations

Mary E. Earick, Ph.D

At USC We Challenge the Status Quo

Projects