Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts

Abstract

Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are racially socialized over their lifespans. Three propositions for early childhood contexts were apparent across the studies: (1) racial identity and dysconsciousness are learned over time and across multiple spaces; (2) critical racial literacy is a complex, cyclical, and sometimes contradictory process; and (3) critical racial literacy demands acknowledging and confronting blind spots. Building on these propositions, the authors present implications for enacting practices that promote critical racial literacy in early childhood education settings around the globe.

Literacy and Identity Development of Indigenous Rukai Children

“…This recognition is significant because it helps researchers and educators identify the obstacles and advantages that minority children encounter when they learn literacy. Researchers taking a critical perspective stressed that the interplay of racism, classism, and linguicism affects the learning and identity construction of young children from marginalized cultural groups (Derman-Sparks et al, 2020;Nash et al, 2017). Particularly, researchers have argued that Indigenous Australian children often experience racism and alienation in school because the Indigenous cultures and perspectives are unrecognized in schools (Bodkin-Andrews & Carlson, 2016).…”

An Inclusive, Anti-Bias Framework for Teaching and Learning About Race With Young Children

“…Given that many White educators have learned to avoid conversations about race and fairness (see Bonilla-Silva, 2017), identifying entry points may take some work. Research shows how early educators may evade entry points into talking about race based on their own professional knowledge, racial identities, and/or previous experiences (Miller, 2015; Nash et al, 2018). If EC/ECSE educators assume that young children do not notice race (e.g., Boutte et al, 2011) or are not ready to discuss racial unfairness (e.g., Husband, 2012), they may not be listening for anti-bias teaching opportunities.…”

Perceptions of Race and Leadership in Early Childhood Education

“…Therefore, it is appropriate to use CRT when discussing race and racism within school settings. Nash et al (2017) writes: "in the context of early childhood educational research, CRT has three goals: to (1) expose and explore racism as a legal and structural reality; (2) evaluate neo-liberalism and its effects on laws and policies that perpetuate racism; and (3) engage in storytelling and counternarratives to give testimony to voices that have been oppressed by racial realities. We can work toward these three aims with young children through ongoing socialization, conversation, and action that disrupts and counters racism., and commitment to social justice" (p. 4).…”