Based on experiences from a qualitative research project on immigrant women's English language acquisition, we critiqued the traditional positivist model, and identified a number of issues related to the engagement of translators/interpreters in feminist and community-based research. The issues that we identified amount to serious questions about ambiguities and ownership of translated language content; assumptions about community familiarity and cultural similarity between researchers, translators, and participants; negotiation of power and authority in the research process; and the risks faced by translators. In the end, though individual research team members bear responsibility over these shortcomings and need to strive to make our research practices more inclusive and equitable, the institutional context of research imposes severe limitations on the ideal alternative model of working with translators and interpreters as co-researchers.
<p>This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.</p>
<p>This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.</p>
Rachel Berman is an associate professor and graduate program director of early childhood studies at Ryerson University. Her areas of expertise include mothering, parenting, race in early childhood settings, feminist and critical race theory, social research with children, and critical qualitative inquiry. Email: rcberman@ryerson.ca Natalie Royer is an adjunct faculty member in the School of Early Childhood Studies at Ryerson University.
This article describes a research study that investigated three‐ and four‐year‐old Canadian preschool children’s perceptions about starting kindergarten. Findings from 33 focus‐group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children’s responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices.
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<p>Psychological research on Canadian children and race has shown that young White and racialized children generally have a pro-White bias. While scholars have utilized developmental or social psychological explanations for this finding, none have used an antiracism lens to interpret children’s racial attitudes or to develop an antiracism pedagogy. To address this research gap, this article uses antiracism theory as an analytical tool to explore the social-historical processes that have affected how children evaluate racial differences and White identity. It also briefly proposes antiracism teaching practices specific to early childhood education settings. </p>
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