对非裔美国儿童进行种族意识研究:通过支持黑人的识字方法挖掘他们的社会政治知识

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Early Childhood Literacy Pub Date : 2022-09-01 DOI:10.1177/14687984221123000
Wintre Foxworth Johnson
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引用次数: 2

摘要

世界各地的黑人儿童在持续的种族主义环境中发展和学习。几十年来早期的种族意识研究主要集中在幼儿自尊、种族偏见或友谊的发展上。研究人员尚未了解幼儿对结构性种族不平等的看法。目前缺乏对非洲裔美国儿童新兴社会政治意识的研究。因此,本文探讨了以下问题:什么样的研究条件可以激发年轻的非裔美国儿童的种族化社会政治意识和知识?在一个学年的时间里,我研究了五名非裔美国一年级学生的文学、种族意识和社会政治知识,他们就读于一所独立的社区小学。通过综合我的方法,我详细介绍了三个基本方向:(a)将种族内空间作为叙事和应对种族化社会政治现实的背景,(b)利用黑人的儿童文学和关于黑人的儿童文献进行批判性叙事,以及(c)相信幼儿有能力谈论他们生活的种族化条件。这项研究展示了在种族意识和社会文化素养研究的交叉点上进行亲黑人研究的可能性。为了在教育研究和学校中打击反黑人,我们需要倾听非裔美国儿童的声音,并为他们开辟以黑人为中心的空间,让他们表达种族社会政治真理。对年轻的非裔美国儿童进行早期的种族意识研究需要我们相信他们具有命名和抵制不平等的发展能力,并想象种族正义的可能性。
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Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods
Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.
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来源期刊
Journal of Early Childhood Literacy
Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
12.50%
发文量
54
期刊介绍: Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.
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