Good Trouble, Necessary Trouble: A Call to Create Identity Affirming Spaces for Black Youth to Grow As Agents of Change in Early Childhood and Elementary School Classrooms

Mims, Lauren C.; Duane, Addison; Kaler-Jones, Cierra

doi:10.58948/2834-8257.1009

Cited by 2 publications

(2 citation statements)

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“…Critical consciousness frameworks often conceptualize this process as having multiple components, including a critical reflection (i.e., the ability to identify and critique structural oppression), political efficacy (i.e., personal confidence that one may implement social change), and critical action (i.e., involvement in individual and collective actions that disrupt the sociopolitical status quo (see Heberle et al, 2020 for a review). In models and empirical research that consider the role of race and racism in youths' sociopolitical development, critical reflection is specific to identifying and critiquing racial inequity, racial injustice, and structural racism in their communities (Anyiwo et al, 2020;Bañales et al, 2021;Briggs et al, 2023;Mims et al, 2022;Seider et al, 2023). Drawing on these frameworks, youths' identification of racial inequities in schools and their determination that the school system should change to better address racial inequities is critical reflection, as youths' desire to change this injustice is rooted in their analysis that school systems are racially unjust (Anyiwo et al, 2020;Bañales et al, 2021;Briggs et al, 2023;Mims et al, 2022;Seider et al, 2023).…”

Section: Critical Consciousness Is Indeed Criticalmentioning

confidence: 99%

“…In models and empirical research that consider the role of race and racism in youths' sociopolitical development, critical reflection is specific to identifying and critiquing racial inequity, racial injustice, and structural racism in their communities (Anyiwo et al, 2020;Bañales et al, 2021;Briggs et al, 2023;Mims et al, 2022;Seider et al, 2023). Drawing on these frameworks, youths' identification of racial inequities in schools and their determination that the school system should change to better address racial inequities is critical reflection, as youths' desire to change this injustice is rooted in their analysis that school systems are racially unjust (Anyiwo et al, 2020;Bañales et al, 2021;Briggs et al, 2023;Mims et al, 2022;Seider et al, 2023).…”

Section: Critical Consciousness Is Indeed Criticalmentioning

confidence: 99%

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Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

Griffin,

Bañales,

Hope

et al. 2024

Psychology in the Schools

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This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty‐one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self‐report cross‐sectional investigation. Findings revealed significant, positive total effects of racial pride and racial barrier socialization on critical reflection. Furthermore, a significant specific indirect relationship between racial pride socialization and critical reflection through centrality (small to medium effect), but not private regard. Unexpectedly, no significant indirect associations of perceived racial barrier socialization on critical reflection through racial identity dimensions were found. Implications for our findings are discussed for school‐based practitioners and policymakers.

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Section: Critical Consciousness Is Indeed Criticalmentioning

confidence: 99%

Section: Critical Consciousness Is Indeed Criticalmentioning

confidence: 99%

Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

Griffin,

Bañales,

Hope

et al. 2024

Psychology in the Schools

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Dissonant Harmonies: Honoring Black Children’s Complex Personhood, Sociopolitical Knowing and Learning in Qualitative Research

Davis

2024

Qualitative Inquiry

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In this article, I offer a window into my methodology and stance toward learning from and with Black children. Through extended vignettes or “tracks,” I outline a small slice of how I came to appreciate the complexities of their personhood and critical knowing through an 18-month qualitative study designed to support these ends. More precisely, I reflect on the role of relationship-building, creative arts, and playful participation as resources for co-thinking and learning in my work with Black children. These aspects of the study design helped to make visible the richness of our dialogue around race, justice, and political agency.

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Good Trouble, Necessary Trouble: A Call to Create Identity Affirming Spaces for Black Youth to Grow As Agents of Change in Early Childhood and Elementary School Classrooms

Cited by 2 publications

References 0 publications

Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity

Dissonant Harmonies: Honoring Black Children’s Complex Personhood, Sociopolitical Knowing and Learning in Qualitative Research

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