What Can We Learn from Early Childhood Theory and Practice?

Leveraging Early Childhood Models to Prepare Antiracist EdD Leaders

Authors

DOI:

https://doi.org/10.5195/ie.2024.224

Keywords:

anti-racism, EdD, early childhood, humanity, humanagogy

Abstract

Education doctoral programs have an essential role to play in this moment of American history, as we train, teach, guide, and prepare education professionals to learn, unlearn, and lead as antiracist education activists. EdD program faculty and administrators sit in critical roles and must examine our own antiracist beliefs, while also facilitating anti-racist learning for our doctoral learners, who, in turn, must create anti-racist learning communities where they teach and lead.

Author Biographies

Samantha Cohen, American University

Samantha directs the School of Education's doctoral studies, and she is responsible for launching the inaugural, practitioner based program in education leadership and policy. Samantha teaches courses in the doctoral program and in the masters in education policy and leadership. She started her career as a first grade teacher in Atlanta, working with students and families to build partnerships and future pathways. Samantha believes education ought to unlock potential, rather than serve as a gatekeeper. In addition to teaching, Samantha has held various leadership positions. She’s worked as an instructional coach, district administrator, charter staff member, foundation leader, and served in adjunct roles in higher education at Georgetown University and Johns Hopkins University School of Education. The unifying elements across her career are teaching, building generational leadership, learning, and deepening her awareness of equity. Samantha is the proud mom of her son, Julian. The challenge of being a mom is teaching Samantha to continually remain in learning mode.

Jenni Torres, American University

Waterford’s Vice President of Curriculum, Jenni Torres, is a passionate curriculum designer and educator who manages the development of research-based content, correlations to standards, and creation of teacher and family resources. During over ten years in the classroom, Jenni was selected by the U.S. State Department as a Fulbright Exchange Teacher for Uruguay and was awarded Teacher of the Year honors at the school, county and district levels. Within Waterford, she has served as an implementation specialist, special projects manager, and professional services director. Jenni earned her master’s degree from the Harvard Graduate School of Education and her bachelor’s degree from the University of Maryland, College Park. She is a proud military spouse, mother to three resilient children, and a fervent believer that literacy changes lives. As the mother of a child with special needs, she is especially committed to the mission at Waterford because every child deserves a chance to find success and to experience the joy of learning. Jenni is currently earning her doctorate at American University in Educational Policy and Leadership.

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Published

2024-10-31

How to Cite

Cohen, S., & Torres, J. (2024). What Can We Learn from Early Childhood Theory and Practice? Leveraging Early Childhood Models to Prepare Antiracist EdD Leaders. Impacting Education: Journal on Transforming Professional Practice, 9(4), 31–36. https://doi.org/10.5195/ie.2024.224

Issue

Vol. 9 No. 4 (2024): Regular Issue

Section

Essays

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Copyright (c) 2024 Samantha Cohen, Jenni Torres

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