Practicing Anti-Racism as Inclusion: Start in Early Childhood!

Autor/inn/en	Shaffer, LaShorage; Vinh, Megan; Shapland, Dorothy; O'Grady, Courtney
Titel	Practicing Anti-Racism as Inclusion: Start in Early Childhood!
Quelle	In: TEACHING Exceptional Children, 55 (2023) 5, S.350-358 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaffer, LaShorage) ORCID (Vinh, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221108463
Schlagwörter	Racism; Social Justice; Early Childhood Education; Teacher Attitudes; Early Childhood Teachers; Teacher Influence; Race; Racial Identification; Attitudes toward Disabilities; Social Bias; Teacher Student Relationship; Child Development; Student Diversity; Classroom Environment; Teacher Expectations of Students; Teacher Role + Suchen Sie Ihr Suchwort? Rassismus; Soziale Gerechtigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Klassenklima; Unterrichtsklima; Lehrerrolle
Abstract	Given the rising efforts to ensure all young children have equitable access to high-quality early childhood settings and systems (Children's Equity Project, 2020; DEC, 2020; NAEYC, 2019), it is essential for early care and education practitioners to examine how their perceptions and implicit biases may impact their teaching and consider how to actively center anti-racist practices. Implicit biases and institutionalized racism within the early care and education system can perpetuate a myth that some children are too young to learn about race. This impacts when practitioners begin to teach about race and ultimately promote and affirm positive racial identity. Often it is the adult's discomfort in talking about race and misunderstanding of what children know, see, and understand that contributes to underestimating children's ability to learn about racial identity. To truly make change, practitioners must be willing to acknowledge the harmful impacts of racism and ableism. Early care and education practitioners must be willing to recognize their role in upholding racist and ableist systems that promote inequity. Along with careful, ongoing reflection, practitioners can both critically examine their practices and intentionally engage in anti-racist education. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01