(Un)masking Cultural Identities: Challenges for White Early Childhood Educators

Davis, Karina

doi:10.1057/9780230623750_7

Cited by 5 publications

(7 citation statements)

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“…Without a better understanding of their racial identities in relation to power and privilege there is a danger that students enter classrooms ready to “save children” reinforcing aesthetic versus authentic care. (Davis, 2009; Rolon-Dow, 2005). This, perhaps, “rude” awakening to a racial identity was indeed part of the course.…”

Section: Resultsmentioning

confidence: 99%

From salvation to inquiry: Preservice teachers’ conceptions of race

Heimer

2020

Global Studies of Childhood

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Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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Section: Resultsmentioning

confidence: 99%

From salvation to inquiry: Preservice teachers’ conceptions of race

Heimer

2020

Global Studies of Childhood

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“…Identity is constructed through the recognition of commonalities and differences among groups. For example, traditions and culture can be used to create a collective identity for members of a community as a form of closure and boundary, and thus determine who is included and excluded (Davis, 2009; Goldberg and Solomos, 2002; Hall, 1991, 1992, 1996, 2000). While a collective identity acknowledges common experiences, social norms and togetherness, it can also contribute to forms of exclusion and in a policy sense, fails to recognise both intra- and inter-group heterogeneity (Banks, 2010).…”

Section: Problematising and Theorising The Politics Of Identitymentioning

confidence: 99%

“…Constructing a collective identity not only normalises the practices of those who belong and share this similar identity, but also assists the identification of the ‘others’ who are dissimilar (Farquhar, 2010). It creates cultural boundaries to exclude the ‘alien’ cultures of the ‘other’ (Essed and Goldberg, 2002; Goldberg and Solomos, 2002; Hall, 1991, 2000), and members of the dominant group can – and do – homogenise and ‘other’ any group that is different (Davis, 2009; Hall, 1991, 1992). A single and homogeneous view of identity, thereby, creates a binary division between one group and the defined ‘other’.…”

Section: Problematising and Theorising The Politics Of Identitymentioning

confidence: 99%

“…Since identity is connected with belonging and in/exclusion (Davis, 2009; Goldberg and Solomos, 2002; Hall, 1991, 1992, 1996, 2000), the participants’ identity choices and mainstream perspectives of identity impact strongly on immigrant children’s childhood, and have vital social and education implications. This final section analyses the findings presented in light of identity theories, highlighting the complex implications of the participants’ identity choices on their sense of (non)belonging to New Zealand, parental expectations and aspirations, and teaching practices.…”

Section: Implications: Chinese Immigrant Families’ Identities Childhmentioning

confidence: 99%

“…It applies identity theories (e.g. Davis, 2009; Goldberg and Solomos, 2002; Hall, 1991, 1992, 1996, 2000) to critically analyse the implications of Chinese immigrant families’ identity choices. These choices revealed the participants’ sense of (non)belonging and in/exclusion, as well as their aspirations for children’s identities and cultural heritages.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The politics and construction of identity and childhood: Chinese immigrant families in New Zealand

Chan

Spoonley

2017

Global Studies of Childhood

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Diverse immigrants have significantly transformed the ethnic make-up of New Zealand, and they have brought with them diverse identities to this country. Findings from a doctoral research project which involved exploring Chinese immigrant parents' identity choices for themselves and their children highlight the complex politics of identity. Within the field of education, children's acquisition of a positive identity is closely related to valued self-worth, and a sense of shared identity is further believed to promote beneficial relationships, sense of belonging and social cohesion. Identity theories, nonetheless, argue that contemporary individual identities are fluid and hybrid, and an over-emphasis on collective identity creates boundaries, exclusion and tension. This article applies some of these theoretical frames to critically examine the identity choices of Chinese immigrant parent participants and argues for the need to reexamine the notion of identity. The implications of these identity choices on their children's childhood and social and education practices are also analysed.

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Examining Whiteness in a Children's Centre

Clarke

Watson

2014

Contemporary Issues in Early Childhood

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This article utilises critical whiteness theory to explore the ethnic discourses observed in a children's centre in South London. Whilst critical whiteness has been used as a framework to understand race, racism and multiculturalism in a number of settings, including education, there are few studies that have sought to understand ethnicity in early year's contexts in this way. A key focus of the research was to develop child focused methods that captured the perspectives of three-to five-yearolds on ethnicity through photo-elicitation and walking tours. The article explores the multiple ways that whiteness was performed, constructed and deconstructed by the parents, young children and staff in the centre. The article concludes that further explorations of whiteness in early childhood settings are needed in order to develop strategies that will help to produce a version of whiteness that can play a role in the struggle against racism and offer more multicultural early years and family support provisions.

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(Un)masking Cultural Identities: Challenges for White Early Childhood Educators

Cited by 5 publications

References 0 publications

From salvation to inquiry: Preservice teachers’ conceptions of race

From salvation to inquiry: Preservice teachers’ conceptions of race

The politics and construction of identity and childhood: Chinese immigrant families in New Zealand

Examining Whiteness in a Children's Centre

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