Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives

Autor/inn/en	Wiseman, Angela M.; Vehabovic, Nermin; Jones, Jill S.
Titel	Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives
Quelle	In: Early Childhood Education Journal, 47 (2019) 4, S.465-474 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00933-9
Schlagwörter	Correlation; Race; Racial Bias; Content Analysis; Classroom Techniques; Childrens Literature; Bullying; Social Problems; Teaching Methods; Critical Theory; Picture Books; Behavior Patterns; Early Childhood Education + Suchen Sie Ihr Suchwort? Korrelation; Rasse; Abstammung; Racial discrimination; Rassismus; Inhaltsanalyse; Klassenführung; 'Children''s literature'; Kinderliteratur; Mobbing; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Picture book; Bilderbuch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	In classrooms, reading and responding to literature has been identified as a powerful method for dealing with critical social issues, including bullying and racism. The purpose of this article is to analyze children's literature published from 1997 to 2017 that highlights the intersection of bullying and racism. Our article begins with a description of how critical race theory is foundational to our understanding and how research on bullying illuminates our analysis of children's literature. Using critical content analysis), we analyze relevant picturebooks to address how racism can influence bullying behavior. Finally, this article concludes with implications for classroom practices and ideas for future directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01