“Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books

Abstract

This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.

Gender bias in sports medicine: an international assessment of sports medicine physicians’ perceptions of their interactions with athletes, coaches, athletic trainers and other physicians

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“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States

“…In light of the oppressive history and reality of the United States, recent scholarship approached young children's interactions with colonial, racist, and xenophobic discourses that circulate in U.S. society and shape their schooling and early learning (Adair & Colegrove, 2021; Holmes, Garcia, & Adair, 2017; Keenan, 2019; Nguyen, 2022; Yu, 2020). Keenan (2019) documented the participation of fourth graders in an out‐of‐school educational program that enabled engagement with contemporary Indigenous knowledge, history, and counter‐story of colonialism in the state of California.…”

Is My Child Racist? Supporting Caregivers in Conceptualizing Race for Children

“…These factors assist early and open conversations about race and aid children in developing a positive association with their racial and cultural identities. 5 Pediatric clinicians can encourage parents to facilitate interracial friendships and encourage a heterogeneous social group for themselves and their child because doing so may decrease bias and improve cultural understanding as children get older. 6…”