This presentation focuses on ethnographic and narrative approaches used to support university students (studying to be teachers) in challenging normalized views of whiteness and middle class in early childhood education, and addressing power relations that result in educational inequities. Drawing on research conducted at two universities in different parts of the U.S., findings outline the convergence of the ethnographic, narrative, and life history approaches used to support prospective teachers in (a) understanding their own enculturated biases, (b) recognizing the damaging effects of white/middle class privileging in classroom practices, (c) teaching in ways that challenge dominant cultural and linguistic structures, and (d) serving as advocates to address institutional issues of discriminatory practice in schools and society. Data from multiple sites will illuminate new ways of using research practices to engage preservice teachers as ethnographers and life historians in their own life worlds and in the worlds of their students across cultural and linguistic contexts for the purpose of uncovering and examining discriminatory dispositions and actions. Rarely examined in the field of early childhood education, the work generates possibilities for using these methodologies to engage prospective teachers in understanding self, others, and implications for transforming teaching in early childhood classrooms.