From your perspective: Black preservice early childhood education students share their stories

Abstract

At a time when teacher demand is high, especially in urban and rural areas of South Africa, the numbers of Black South African students entering teacher education remain low. This study examines the potential barriers and supports available in the University of Pretoria early childhood teacher education program from the perspectives of the black students themselves as a way to inform future efforts to recruit and retain future students. The Critical Race Theory serves as the theoretical framework for analysis of students' stories.