Meghan L. Green

Meghan L. Green, EdD is a third-generation educator originally from southwest Louisiana. Her lived experiences as the granddaughter of one woman who left the sixth grade to care for her family and another woman who earned her master’s degree while caring for two young sons influences how she views the relationship between formal institutions of education and the knowledge one learns from spending time in the world. Meghan has worked 17 years in the field of early childhood education as a pre-kindergarten to 4th grade teacher, a researcher and assistant professor of early childhood studies, and an anti-bias and anti-racist training facilitator. She has presented sessions at the International Symposium of Poetic Inquiry, the American Educational Research Association’s (AERA) Annual Meeting, the NAEYC Annual Conference, the NAEYC Professional Learning Institute, and the International Congress of Qualitative Inquiry.

In 2022, Meghan earned her EdD in Curriculum and Instruction with a specialization in Early Childhood Education from Texas A & M University-Commerce. Her dissertation has won multiple awards from AERA including the 2023 Dissertation Award from the Critical Perspectives in Early Childhood Education SIG and the Research on Women and Education SIG’s 2023 Selma Greenberg Outstanding Dissertation Award. Meghan’s research interests include the impact of teachers’ lived experiences on their use of cultural sustaining pedagogy and anti-bias and anti-racist early childhood education. Her scholarship centers Black feminist thought and endarkened feminist epistemology within early childhood settings, specifically highlighting the diverse lived experiences of BIPOC early childhood educators through arts-based qualitative inquiry methods. Meghan’s scholarly works have been published in journals such as The Critical Social Educator, Young Children, Equity & Excellence in Education, Early Childhood Education Journal, and Ethnic Studies Pedagogies.

As an arts-based qualitative researcher, she uses multiple modes of representation to reflect on her positionality as a researcher and to craft her story as a Black queer cis woman engaging in critically informed research methodologies within this time and space. By honoring her ways of being and knowing, Meghan brings herself into the research process in a way that feels authentic and valuable and decolonizes her chosen research methodologies. “Qualitative educational researchers who seek to truly decolonize their research agendas must critically self-reflect and consider how we are showing up within minoritized communities,” she says. “We must be held accountable by the communities we serve and must aim to make our research texts accessible to our communities.”