We believe that educators hunger for deeper meaning in their work. We believe that educators long to be challenged into their biggest, deepest, most startling thinking and questioning. We believe that educators are ready to have their hearts cracked open and their imaginations ignited.
– Ann Pelo and Margie Carter

Following the publication of their popular book, From Teaching to Thinking, Ann Pelo and Margie Carter began encouraging early care and education teachers to write about their authentic experiences as part of a series of books called the Reimagining Our Work (ROW) collection. One of these inspiring stories is a dual language English/Spanish book, The Art of Troublemaking: A Teacher Unravels Racism | El arte de crear problema: Una maestra desenmaraña el racismo (ROW) by Olga Lacayo, with Eliana Elias, edited by Pelo and Carter.

The book explains how Lacayo was confronted by racism in her early childhood classroom, and how she decided to face it head on, rather than avoid or deny it. She engaged in deep thinking with colleagues, her coach, her teaching community, larger professional development circles and the children in her class. Lacayo ended up with a story of perseverance as she dealt with entrenched ways of thinking and behaving. She drew strength from her cultural heritage and from her hope that it is possible to create a world where all are welcomed – children and teachers alike – in the fullness of their being. This is the kind of deeper meaning in our work that Pelo and Carter describe.

More deep thinking happens in the Exchange Reflections, Anti Bias Classroom Culture, based on an article by Karen Babbs Hollett, with preschool teachers Edie Hillard, Traces Ryckman, and Lauren Valesey. The educators write about the careful reflection that helped them create an anti-bias classroom.

“‘We celebrate differences,’ Valesey said. ‘When kids know that we are talking about difference in a kind and caring way, they feel safe, and are much more willing to talk.’ This approach also opens doors to challenge children’s thinking, which Hillard believes is essential. “We do not have to think the same way, but we need to be respectful of people’s ideas when they are different from our own.’” The Reflections supports discussions on ways to create welcoming, inclusive classrooms and to gain strength from each other.