This dissertation is a response to those who believe in my effectiveness as a teacher of African American children. It is also a voice for teacher research and particularly research from an African American male point of view. I have found in my studies that an African American male perspective on teaching and learning in early childhood education is rare or unavailable in articles, books, and journals concerning educational theory and practice. As a teacher researcher, I found it necessary to develop a unique approach to conducting research and methodological practices. Autoethnonarrative was developed to address the idiosyncratic nature of conducting inquiry as a teacher researcher. The approach is couched in an antiracist and multicultural lens. Autoethnonarrative enabled me to study myself in relation to pedagogical practices, styles and beliefs. In order to develop a methodological process suited for an autoethnographic approach, I introduced a new four-step systematic process. This process enabled me to organize data, create comprehensive narratives, build a list of scholars that support each narrative, and employ colleagues and peers for reflective conversations. This work is a compilation of narratives based on my teaching and personal experiences over a prolonged time period that spans twenty-seven years. In particular, however, the majority of this work presents, discusses, and analyzes stories of classroom life that illustrate issues concerning language affirmation, teaching for social justice, and parent involvement. Themes surrounding language, social justice, and parent involvement form the chapters of data presentation. Throughout the work, these major themes are presented in narrative and analyzed. At the end of each data presentation chapter, implications for teaching are presented. Finally, I present what I believe to be new and particular pedagogical frames for teaching and learning called the Critical Pedagogical Approach to Teaching and Learning. Sociopolitical constructivism, sociocultural reflective practice, and moralistic reflective practice are offered as new ways of thinking about ourselves as teachers as well as our relationship and response to teaching diverse student populations.