Beyond the Illusion of Diversity: How Early Childhood Teachers Can Promote Social Justice

Young Children’s Racial-Cultural Identity Negotiation and Development:A Phenomenological Case Study

“…In this study, CO has similarly demonstrated her identity agency as early as 5 years of age. The findings of this study could extend and challenge the existing literature base that young children not only notice racial-cultural differences and sense whether certain things are fair or not (Boutte, 2008;Derman-Sparks & Edwards, 2010;Derman-Sparks & Ramsey, 2012;Park, 2011;Ramsey, 2004), but also can play an active and agentic role in his/her own racial-cultural identity development process.…”

“Rights are the Words for Being Fair”: Multicultural Practice in the Early Childhood Classroom

“…They need time to marinate, to consider, to observe the actions and thoughts of their peers before determining the ways in which they will engage with the issue (Fogel 2001). Boutte (2008) explains, ''Even though difficult issues are addressed, children need to feel emotionally safe'' (p. 170). When we begin on Monday, we allow time for the evolution of safety and comfort around the issue, for the quiet thinkers and observers to emerge and engage meaningfully in the conversation.…”

“…In an educational world where the schooling of older children seems to be consistently valued over that of younger, I have become perhaps too comfortable with playing the victim, forgetting that my anger and sense of victimization was also transferred to the experiences of my students (Boutte 2008). As my seething began to subside, I wondered: how could I facilitate a meaningful experience with my students?…”

“…Monday is also a luxurious day because it affords you 5 days of conversation and consideration. Teaching young children is about honoring their process, about allowing them the time necessary for their ideas to evolve (Boutte 2008;Rinaldi 2001a, b;Souto-Manning and Mitchell 2010). Not all children are able to jump immediately into these complex conversations.…”

“…It becomes quickly apparent that this word does not hold a great deal of meaning for my students. Personal meaning and connection to the topic of conversation are absolutely the most important components of engaging in and sustaining a discussion about an issue with young children (Boutte 2008;Franklin 1994;Hyland 2010). If we are not able to forge a personal connection with their experience, we lose them, and quickly (Dewey 1902;Hyland 2010;Hyun 2007).…”