"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom

Autor/in	Husband, Terry
Titel	"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom
Quelle	In: i.e.: inquiry in education, 6 (2015) 1, Artikel 2 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Critical Literacy; Social Studies; Race; Racial Bias; African American History; United States History; Grade 1; Elementary School Students; Urban Schools; Video Technology; Observation; Journal Writing; Writing Assignments; Student Attitudes; Action Research; Teacher Attitudes; Curriculum; Responses; Psychological Patterns; Slavery + Suchen Sie Ihr Suchwort? Kritisches Lesen; Gemeinschaftskunde; Rasse; Abstammung; Racial discrimination; Rassismus; School year 01; 1. Schuljahr; Schuljahr 01; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Zeitschriftenaufsatz; Schülerverhalten; Projektforschung; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Sklaverei
Abstract	The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and implemented in an urban 1st grade classroom. Data collection involved video observations, teacher research journal entries, and student writing samples. Findings indicate that students developed three kinds of written responses: (1) repressive, (2) resistant, and (3) retaliatory. Implications for practice are discussed. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01