Technology and Racist Frameworks in Early Childhood Education

Abstract

Utilizing Critical Race theory I analyzed empirical data from a larger study that I conducted in 2014 on deficit discourses in early childhood education. In this auxillary project I unpack how the lack of access to technology directly perpetuates a racist framework in our schools. Technology segregation and it's practices further excludes and marginalizes low-income Black children.  This study examines one school district and the difference in access and attitudes about access that are a part of taken for granted practices relating to technology. Inequities in fundings via PTO's directly affect five low-income Black children observed throughout this study. Their learning trajectories and inability to make progress are tied to this lack of technology. These findings are more than just about inequities in funding for technology they are about a call for action. Interruptions and disturbances in these racist practices need to be addressed throughout this particular school district and in society itself.