Playing Slavery in First Grade: When "Developmental Appropriateness" Goes Awry in the Progressive Classroom

Autor/in	Sonu, Debbie
Titel	Playing Slavery in First Grade: When "Developmental Appropriateness" Goes Awry in the Progressive Classroom
Quelle	In: Multicultural Perspectives, 22 (2020) 2, S.106-112 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sonu, Debbie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2020.1741369
Schlagwörter	Grade 1; Elementary School Students; Slavery; Play; Developmentally Appropriate Practices; Controversial Issues (Course Content); Social Justice; Child Development; Moral Values; Teacher Education Programs; African American History; Racial Bias; Knowledge Level; Racial Differences; Progressive Education + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Sklaverei; Spiel; Entwicklungsbezogene Bildung; Controversial issues; Kontroverse; Soziale Gerechtigkeit; Kindesentwicklung; Moral value; Ethischer Wert; Racial discrimination; Rassismus; Wissensbasis; Rassenunterschied; Reformpädagogik; Progressive Erziehung
Abstract	This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01