This work expands on Yosso’s (2005) community cultural wealth model and Pérez Huber’s (2009) conceptualization of spiritual capital to frame spiritual capital within the lives of Black women early educators and care providers. Through a narrative case study, the author discusses how Black women family childcare providers understood spirituality as internal guidance through life choices and daily experiences; as divine sustainment for themselves and their businesses; and as pedagogy in their work with children and families. Findings support the need to nurture the spiritual development of Children of Color toward fostering a sense of wholeness and belonging in educational spaces.

Through critical race theory (CRT) in education, this critical content analysis examines three textbooks used in an early childhood teacher education program. Findings illustrate how the textbooks propagate notions of white superiority and the normalcy of mainstream white, middle-class values through six distinct, yet intersecting 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 toward unlearning whiteness; 2) offer diverse perspectives in their instructional material; and 3) empower teacher candidates to critique the curricular material provided toward dismantling white supremacy in early childhood teacher preparation.