Opening up Spaces to Ask "Why?": Children Discussing Race and Racism

Autor/in	Wegrzyn, Kaitlin Marie
Titel	Opening up Spaces to Ask "Why?": Children Discussing Race and Racism
Quelle	(2022), (251 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7443-3
Schlagwörter	Hochschulschrift; Dissertation; Racism; Discussion (Teaching Technique); Economics; Slavery; Whites; Inquiry; Race; Multiracial Persons; Children; Student Centered Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rassismus; Volkswirtschaftslehre; Sklaverei; White; Weißer; Rasse; Abstammung; Mischling; Child; Kind; Kinder; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Since the racial reckoning during the summer of 2020, there has been a conservative backlash toward discussing race and racism in schools. Therefore, it is crucial that we learn more about how children think about racism to include their voices in the decisions being made about how racism should be taught in schools. In this study, I drew on Black feminist theory and critical Whiteness studies to explore how children respond to texts and conversations about race and racism. The participants engaged in one hour focus group sessions for eight weeks where we discussed and responded to journal prompts, read informational texts, such as "Stamped (For Kids): Racism, Antiracism, and You" (Cherry-Paul et al., 2021) and "A Young People's History of the United States" (Zinn & Stefoff, 2009), about race, racism, and Whiteness. My findings illustrated that the children in my study were curious about race and racism and were critical of their previous education about race and racism. Additionally, unlike previous studies, the participants in my study demonstrated that they saw racism as an issue in the present day, they were able to make some connections between racism and economics, and in some cases, they saw how the system of slavery might have impacted the economic system today. The participants also discussed different aspects of Whiteness: how their environment was overwhelmingly White and why White people do not need to think about their race if they do not want to. I conclude by offering implications for education based on these findings. Educators should try to make space with students to grapple with race and racism by asking students how they want to learn about race and racism, using student-initiated questions to create inquiries, and using shared texts that provide necessary content to grapple with race and racism. Future research in this area should include studies with biracial (Asian American/White) students to learn more about their understandings of race and racism, studies that ask children how they feel about talking about race and racism, and studies that explore how children can use their knowledge to take action against racism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01