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Articles 1 - 14 of 14
Full-Text Articles in Education
P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless
P.R.I.D.E.: Positive Racial Identity Development In Early Education, Aisha White, Shannon B. Wanless
Journal of Curriculum, Teaching, Learning and Leadership in Education
Racism negatively affects children of color in the United States, particularly Black children. Theirs is a history of marginalization since the slavery era, and the impacts are cognitive, social, and psychological. Additionally, Black children face unique challenges upon entering formal education, resulting in disturbing academic outcomes. Yet, adults can facilitate Black children’s development of positive racial identity to help them handle the negative implications of experiencing racism across their lifespan. A description of the research related to positive racial identity is provided along with presentation of the P.R.I.D.E. program, a Pittsburgh-based effort that is designed to help adults build the …
Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas
Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas
Journal of Curriculum, Teaching, Learning and Leadership in Education
Studies have shown white parents actively avoid talking about race as the primary method of racial socialization of their white children (Bartoli et al., 2016; Pahlke, Bigler, & Suizzo, 2012). This limits children’s ability to talk about and therefore think about race in nuanced ways, resulting in white children who consider their own race meaningless and do not identify racially (Bartoli et al., 2016). Antiracist education breaks these white discourse norms, and directly addresses systemic racism (Escayg, 2018). This paper describes how one white family attempted to enact antiracist education in the home with a focus on developing a shared …
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …
Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray
Troubling ‘Race’ And Discourses Of Difference And Identity In Early Childhood Education In South Africa, Jaclyn Murray
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article emerges from a broader ethnographic study exploring how young children aged five and six years, and their educators, construct ‘race’ identities in a culturally diverse early childhood education setting in post-apartheid South Africa. Historically, systems of educational inequality and injustice have had a profound impact on how subjects have come to be ‘raced’ in the South African context. Drawing on a poststructural framework that problematizes the notion of identity, ‘race’, and young children’s discursive understandings of ‘race’, this article traces the complex ways in which young children and educators (re)construct, negotiate, resist and subvert subject formation processes in …
“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner
“They Need To Say Sorry:” Anti-Racism In First Graders’ Racial Learning, Anna Falkner
Journal of Curriculum, Teaching, Learning and Leadership in Education
Young children of color in the United States are experiencing the material effects of racism on a daily basis. There have been arguments for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. In this critical ethnography, the author examined the wide variety of strategies one class of first graders used to learn about race and of the socio-political and racial climate in which they live. In this paper, the author argues that children carefully consider racial conditions in society and imagine anti-racist praxis as part of …
Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark
Promoting A Positive Racial Identity In Young African Caribbean Children: An Anti-Colonial Approach, Kerry-Ann Escayg, Zoyah Kinkead-Clark
Journal of Curriculum, Teaching, Learning and Leadership in Education
Most empirical contributions on children and race, and the theories derived from this body of work, have focused on American or Canadian children. Some scholars have begun to explore children’s attitudes about race in international contexts, but few have investigated racial identity and attitudes among African Caribbean children in the English-speaking Caribbean context. In this article, we first review international scholarship on children and race, as well as research involving Caribbean children and race. Next, we use an anti-colonial perspective to explore specific pedagogical strategies that can support positive racial identities among young African Caribbean children in the region.
But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg
But, I Don’T Believe It’S About Race’: Challenging Fallacies Of Race And Racism Amongst Early Childhood Educators In Ontario, Beverly-Jean J. Daniel, Kerry-Ann Escayg
Journal of Curriculum, Teaching, Learning and Leadership in Education
There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early …
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.
Journal of Curriculum, Teaching, Learning and Leadership in Education
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …
Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel
Introduction: Children, Race, And Racism: Global Perspectives, Kerry-Ann Escayg, Beverly-Jean J. Daniel
Journal of Curriculum, Teaching, Learning and Leadership in Education
No abstract provided.
Keeping Teachers Of Color: Recruitment Is Not The Problem, Ferial Pearson, Monica Fuglei
Keeping Teachers Of Color: Recruitment Is Not The Problem, Ferial Pearson, Monica Fuglei
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article reviews some of the recent literature on teacher recruitment and retention published in the United States. It describes the merits of having a diverse teaching force, and explains that the issue of a lack of representation of teachers of color in American schools is not a result of recruitment; rather, it is the retention of these teachers that is the problem at hand. The article uncovers the reasons teachers of color leave the profession, and makes suggestions about changes that would make it possible for these teachers to stay.
Re-Envisioning Teacher Education: Using Discrit Perspectives To Disrupt Deficit Thinking, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Jennifer Randhare Ashton, Logan T. Rath
Re-Envisioning Teacher Education: Using Discrit Perspectives To Disrupt Deficit Thinking, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Jennifer Randhare Ashton, Logan T. Rath
Journal of Curriculum, Teaching, Learning and Leadership in Education
This paper suggests that teacher educators engage in research that investigates practices and curriculum to consider how they might best confront issues of equity and deficit thinking in individual courses and disciplines. Rooted in the tenets of culturally responsive teaching and culturally sustaining pedagogy, the authors explore how DisCrit theory further informs understandings of hegemonic schooling practices, imploring faculty to upset the implicitly biased narratives that are so often reproduced in teacher education.
First Year College Student Success For Black And Other Students Of Color: A Village Initiative At The University Of Utah, Bryan Hotchkins, Nedra Hotchkins, Bianca Bellot, Laurence Parker
First Year College Student Success For Black And Other Students Of Color: A Village Initiative At The University Of Utah, Bryan Hotchkins, Nedra Hotchkins, Bianca Bellot, Laurence Parker
Journal of Curriculum, Teaching, Learning and Leadership in Education
Our paper highlights the “Village Block U” program at the University of Utah, which was intended to provide a set of academic and campus/community leadership experiences for Black and other students of color. Through interviews and first hand observations by founders of program, the instructor and teaching assistant, findings indicated that supportive racial culture enabled the students for first year success. But it remains to be seen if this program can help students overcome major life challenges they face ranging from lack of financial aid and need to work, to undocumented immigrant status, family responsibilities and academic challenges.
Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance
Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance
Journal of Curriculum, Teaching, Learning and Leadership in Education
The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend, and complex …
Deaf Characters In Young Adult Literature, Kimberly Gangwish
Deaf Characters In Young Adult Literature, Kimberly Gangwish
Journal of Curriculum, Teaching, Learning and Leadership in Education
The multicultural literature movement has its roots in civil rights and the desire to give voice and representation to marginalized cultures. Literature is a societal artifact that can inform and influence the development of cultural identity. Deaf culture is a unique culture that is underrepresented in young adult literature. This underrepresentation places more importance on accurate representations of Deaf culture since young adult fiction may be the only exposure to Deaf culture that both hearing and deaf teenagers may have. Accurate representation in literature is necessary for deaf to see themselves in what they read and for hearing to better …