A critical content analysis of cultural bias in early childhood education teacher preparation textbooks

Through critical race theory (CRT) in education, this critical content analysis examines three textbooks used in an early childhood teacher education programme. Findings illustrate how the textbooks propagated notions of white superiority and the normalcy of mainstream white, middle-class values through six distinct, yet intersectional forms of racial and cultural biases – presumption of deficit, selective xenophobia, assumption of privilege, coded language/invisible words, statistical violence, and cultural shaming. In discussion, the authors encourage teacher educators to 1) engage in critical reflection towards unlearning whiteness; 2) offer diverse perspectives in their instructional material; and 3) empower teacher candidates to critique the curricular material provided towards dismantling white supremacy in teacher preparation.