Feminists or Reformers? American Indian Women and Political Activism in Phoenix, 1965-1980

Hoikkala, Päivi H.

doi:10.17953/aicr.22.4.227753pt15381q8r

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…HS's teaching is and has always been political. Black HS teachers in Mississippi (Sanders, 2016) were the first of many communities who used HS classrooms as spaces of resistance, such as Dine HS (Hoikkala, 1998) and Chicanx migrant HS (Rose, 2010;Smith & Cuesta, 2020).…”

Section: A Curriculum For All?mentioning

confidence: 99%

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

Henward

Lyu

Jackson

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use comprehensive and commercialized curriculums. Study Purpose: This article is about the challenges early childhood educators face when young children (ages 3–5) bring painful and uncomfortable issues of race, racism, and incarceration to preschool. This study is part of the research project Negotiating Head Start Curriculum (NHSC), a comparative study of policy implementation in four cultural communities in the United States. Here we focus on educators’ response to the “Jail Scene,” a pivotal scene taped in an HS classroom serving African American children. Research Design: The method used in the NHSC project is a multivocal ethnographic research method combined with a comparative case study design. We selected classrooms in each community that implemented both Creative Curriculum® and Teaching Strategies Gold®, led by experienced teachers in Chicanx and Latinx, Samoan, and white Appalachian communities. We made videotapes of similar activities across all sites. We then used these videos as cues for focus group interviews with educators (teachers, directors, and instructional personnel). We applied constant comparative, Critical Discourse Analysis, and Voloshinovian literary analysis to 41 interview transcripts of 132 educators’ talks. Findings: Analysis of transcripts indicates Black teachers are more likely to recognize racism, including the effects of incarceration and arrest on children’s talk and play, in ways unavailable to teachers from outside their community. Despite extant research suggesting early childhood teachers of color are no more likely to engage with young children about racism than white teachers, our study found that Black teachers offer nuanced, careful, and responsive approaches to antiracist pedagogy. They respond in sensitive, child-led, playful ways, inserting counternarratives within the confines of scripted curricula. Conclusions: ECE teachers’ disparity of interpretation has particular importance as ECE moves to professionalize the field. If elementary school patterns are any indication, the field should expect a sharp increase in the percentage of white, middle-class teachers instructing children of color. Unintentionally, these teachers may fail to recognize the play and talk to contain challenges born out of racism and inequality. We suggest policymakers, curriculum designers, and the broader field of ECE must carefully consider the approaches of teachers of color and take these approaches seriously.

show abstract

Section: A Curriculum For All?mentioning

confidence: 99%

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

Henward

Lyu

Jackson

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

"Let's Get in and Fight!": American Indian Political Activism in an Urban Public School System, 1973

Amerman¹

2003

The American Indian Quarterly

View full text Add to dashboard Cite

Repositioning Indianness: Native American Organizations in Portland, Oregon, 1959–1975

Rosenthal¹

2002

Pacific Historical Review

View full text Add to dashboard Cite

This article examines the processes of community building among American Indians who migrated to Portland, Oregon, in the decades following World War II, contextualized within a larger movement of Indians to the cities of the United States and shifts in government relations with Indian people. It argues that, during the 1960s, working-and middle-class Indians living in Portland came together and formed groups that enabled them to cultivate "Indianness" or to "be Indian" in the city. As the decade wore on, Indian migration to Portland increased, the social problems of urban Indians became more visible, and a younger generation emerged to challenge the leadership of Portland's established Indian organizations. Influenced by both their college educations and a national Indian activist movement, these new leaders promoted a repositioning of Indianness, taking Indian identity as the starting point from which to solve urban Indian problems. By the mid-1970s, the younger generation of college-educated Indians gained a government mandate and ascended to the helm of Portland's Indian community. In winning support from local, state, and federal officials, these leaders reflected fundamental changes under way in the administration of U.S. Indian affairs not only in Portland, but also across the country.

show abstract

Feminists or Reformers? American Indian Women and Political Activism in Phoenix, 1965-1980

Cited by 3 publications

References 0 publications

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

"Let's Get in and Fight!": American Indian Political Activism in an Urban Public School System, 1973

Repositioning Indianness: Native American Organizations in Portland, Oregon, 1959–1975

Contact Info

Product

Resources

About

Feminists or Reformers? American Indian Women and Political Activism in Phoenix, 1965-1980

Cited by 3 publications

References 0 publications

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

&quot;Let's Get in and Fight!&quot;: American Indian Political Activism in an Urban Public School System, 1973

Repositioning Indianness: Native American Organizations in Portland, Oregon, 1959–1975

Contact Info

Product

Resources

About

"Let's Get in and Fight!": American Indian Political Activism in an Urban Public School System, 1973