Description
Book SynopsisThis timely book explores the unique experiences of young black children during their first year of school and supports an understanding of how entry into the early years environment impacts on identity. Their stories emphasise the importance of listening to the voices of children themselves. A theoretical analysis of their first-hand experiences through a critical race lens illustrates how they are racialised through everyday interactions and routines. Chapters explore how personal and institutional attitudes might be reviewed to ensure that pedagogies and practices support the maintenance of black identities and challenge racism.
Enabling the reader to relate to the reality of black children's experience and offering valuable suggestions for effective anti-racist practice, chapters cover the following:
- the impacts of racism on black children's newly forming identities
- manifestations of racism in the early years sector
Table of Contents
Acknowledgements Series editors’ preface Introduction Chapter One: Critical Race Theory - A tool for understanding the racialisation of black children in education Chapter Two: Key influences on black children’s identities Chapter Three: Devon’s Story -‘Best friends’ - The roles of friendships in the challenges to young black identities Chapter Four: Kylie and Sonic’s Story - ‘Can we play now?’ - Early years pedagogy and black children’s education Chapter Five: Pina’s Story - A ‘good hair day?’ - Racialisation of the black child through physical appearance Chapter Six: Dawn’s Story – ‘But that’s not racist!’ - A white perspective on Pina’s story Chapter Seven: Play and Multiculturalism – Some relevant debates and issues Chapter Eight: The way forward - Action towards a more inclusive early years education Chapter Nine: Conclusion Index
