{"title":"Exploring Racial Formation in Children: Thoughts from an Encounter with Black Children in Brazil","authors":"Ana Archangelo, M. O’Loughlin","doi":"10.1080/15289168.2021.1950485","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this work, using spontaneous expression of white skin color preference by Black Brazilian children as stimulus, we seek to examine the construction and performance of racial subjectivity in Black children. Drawing on a range of psychoanalytic theories, we strive to develop a psychoanalytic understanding of racial formation that is complex and non-essentializing. The paper concludes with an examination of the possibilities of pedagogical interventions that might provide space for Black children to occupy and perform more expansive racial identities, assisted by teachers who embody receptivity, a capacity for positive mirroring, and an ability to practice mentalizing pedagogies.","PeriodicalId":38107,"journal":{"name":"Journal of Infant, Child, and Adolescent Psychotherapy","volume":"19 1","pages":"215 - 229"},"PeriodicalIF":0.0000,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Infant, Child, and Adolescent Psychotherapy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15289168.2021.1950485","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Psychology","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT In this work, using spontaneous expression of white skin color preference by Black Brazilian children as stimulus, we seek to examine the construction and performance of racial subjectivity in Black children. Drawing on a range of psychoanalytic theories, we strive to develop a psychoanalytic understanding of racial formation that is complex and non-essentializing. The paper concludes with an examination of the possibilities of pedagogical interventions that might provide space for Black children to occupy and perform more expansive racial identities, assisted by teachers who embody receptivity, a capacity for positive mirroring, and an ability to practice mentalizing pedagogies.
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