Segregation nach Erfahrung: Agentur, Rassismus und Lernen in den frühen Klassen

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Book Title
Segregation by Experience: Agency, Racism, and Learning in the Ea
Publication Date
2021-05-03
Pages
224
ISBN
9780226765617
Kategorie

Über dieses Produkt

Product Identifiers

Publisher
University of Chicago Press
ISBN-10
022676561X
ISBN-13
9780226765617
eBay Product ID (ePID)
23050039128

Product Key Features

Number of Pages
224 Pages
Language
English
Publication Name
Segregation by Experience : Agency, Racism, and Learning in the Early Grades
Subject
Ethnic Studies / General, General, Classroom Management, Elementary
Publication Year
2021
Type
Textbook
Subject Area
Social Science, Education
Author
Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove
Format
Trade Paperback

Dimensions

Item Height
0.6 in
Item Weight
11.1 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2020-038853
Reviews
A brilliant, timely demonstration of the power of early childhood classrooms to perpetuate class and race--or to open to children learning through respect for their agency. Eye-opening!, This book offers rich ethnographic insights into Black and brown children's agentic activity in a project-based classroom, both from direct observation and from seeing how their activities are viewed by teachers, parents, and other children. It raises provocative questions for teachers who want to challenge limiting racist ideologies and engage in culturally-respectful, transformative pedagogies that cultivate creativity., This book delivers powerful and richly textured evidence of the racialization of children's opportunities for enacting agency within their own learning. It uncovers the 'segregation by experience' that is normalized for young children of color and unapologetically confronts these enduring inequities. Incisively challenging and theoretically persuasive, this book will inspire and motivate a reconceptualization of practices in the early grades.
Synopsis
A groundbreaking account of how collaborative, expressive learning environments are often denied to children of color Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments. In Segregation by Experience , the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color--many of them immigrants--liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them., Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments. In Segregation by Experience , the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color-many of them immigrants-liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
LC Classification Number
LB1027.23.A33 2021

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