非洲图画书的真实性、准确性和尊重:对美国教学法的启示

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-06-11 DOI:10.1007/s10643-024-01691-z
Jacqueline Ariri Onchwari, Meghan Hesterman
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引用次数: 0

摘要

这是一篇概念性论文,探讨了对以非洲为背景的图画书的批评。本文以 BlackCrit(黑人批判理论)和种族与民族社会化(RES)为基础。我们以实用主义为方法,在真实性、准确性和尊重性的广泛基础上,对精心挑选的三本书进行了详细分析。通过对这些书籍的深入研究,我们可以发现其中隐藏的非人化、过度简单化、外来化以及从欧洲中心主义的视角展示非洲的信息。批评还超越了图书的范围,审视了图书在 YouTube 和其他论坛上的传播方式,这些论坛提供了与儿童分享图书的教学理念。总体而言,我们从评论中发现,文化圈内人撰写的书籍受到好评,而文化圈外人撰写的书籍在大多数情况下则恰恰相反。本文强调了准确、真实和尊重的亲黑人表述的力量,认为这对所有儿童培养亲黑人和反种族主义言论的积极行为、态度和能动性是有益的。我们还发现,我们的教育书架上迫切需要更多的亲黑人书籍。
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Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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