is the“ subjective” side of teaching, which is not only inescapable but extremely critical to being an effective practitioner( Bowman 1989b, 444).( Relatedly, a similar model of teacher education can be found in the work of other multicultural and critical theorists, including Irvine [ 1990, 2018 ]; Ladson-Billings [ 1995, 2000 ], Banks & Banks [ 2015 ], and Gay [ 2018 ].)
In conclusion, the question Bowman asked teachers to ask over and over is“ How do schools give what families don’ t have [ resources and the time ]... and give kids what they need”( personal communication, 2022; emphasis hers).
About the Author
Patricia“ Patsy” M. Cooper, PhD, is an associate professor of early childhood care and education at Queens College in the City University of New York, where she teaches courses in early childhood development, curriculum, and early literacy. Her research interests include early childhood teacher effectiveness, pedagogical fairness, LGBTQ + parent families, and the work of Vivian Paley. patricia. cooper @ qc. cuny. edu
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46 Young Children
Spring 2026