Conducting Racial Awareness Research with African American Children: Unearthing Their Sociopolitical Knowledge through Pro-Black Literacy Methods

Autor/in	Johnson, Wintre Foxworth
Titel	Conducting Racial Awareness Research with African American Children: Unearthing Their Sociopolitical Knowledge through Pro-Black Literacy Methods
Quelle	In: Journal of Early Childhood Literacy, 22 (2022) 3, S.408-432 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/14687984221123000
Schlagwörter	African American Students; Grade 1; Social Influences; Political Attitudes; Literacy Education; Race; Cultural Awareness; Knowledge Level; Childrens Literature; Racial Factors + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Sozialer Einfluss; Political attitude; Politische Einstellung; Rasse; Abstammung; Cultural identity; Kulturelle Identität; Wissensbasis; 'Children''s literature'; Kinderliteratur
Abstract	Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children's self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children's perspectives on structural racial inequities. There is a dearth of research that examines young African American children's emergent sociopolitical consciousness. As such, this article explores the following inquiry: "What research conditions make it possible to elicit young African American children's racialized sociopolitical awareness and knowledge?" Over the course of one school year, I studied five African American first graders' literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children's literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01