Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

Autor/in	Husband, Terry
Titel	Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms
Quelle	In: Urban Education, 54 (2019) 8, S.1058-1084 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918805145
Schlagwörter	Multicultural Education; Picture Books; Emergent Literacy; Early Childhood Teachers; Young Children; Race; Racial Attitudes; Consciousness Raising; Racial Bias; Elementary School Teachers; Urban Education; Teaching Methods + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Picture book; Bilderbuch; Frühleseunterricht; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Rassenfrage; Bewusstseinsbildung; Racial discrimination; Rassismus; Elementary school; Grundschule; Volksschule; Stadtteilbezogenes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race through multicultural picture books. Practical considerations are presented. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01