This article focuses on 11 in-depth semi-structured interviews with early childhood educators who... more This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.
This article presents the results of data based on individual interviews and focus groups conduct... more This article presents the results of data based on individual interviews and focus groups conducted with Black students who participated in a post-secondary student retention program called The Bridge. The program was specifically designed to address the needs of Black students and to identify the types of support programming that would enhance their engagement and graduation rates. Three of the themes that emerged from the interviews and focus groups identified the importance of developing differing frames of Blackness, engaging in transformative resistance, and the importance of providing spaces for the students to engage with and explore multiple conceptions of Blackness and narratives of success.
There is the continued belief that children do not see race and that they are racially innocent. ... more There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early childhood by examining how Canadian early childhood educators address race and racism in the classroom. Despite the ample body of literature documenting children’s perceptions of difference, and racial difference in particular, a common assumption persists among early childhood educators and layperson alike: th...
International Journal of Child, Youth and Family Studies, 2020
This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Mo... more This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Moving Through Trails and Trials Toward Community Wellness, held in Victoria, British Columbia in April 2019. It explores how we can re-imagine child and youth care practice with African Canadian youth. This emerging paradigm aligns with child and youth care politicized praxis as well as trauma-informed and strengths-based approaches in the field’s literature. We highlight the importance of mobilizing critical and transformative theoretical frameworks along with an Africentric worldview to substantially support youth of African descent with a strengths-based approach. Moreover, the protective role of Black-affirming spaces is developed and articulated.
This article makes the argument for a reframing and a reconceptualization of the urban—suburban d... more This article makes the argument for a reframing and a reconceptualization of the urban—suburban divide which can inform the options and possibilities for transformative practices in urban schools. Drawing primarily from a Canadian, and more specifically a southern Ontario context, the article explores the changing realities of urban within this region; examines the extent to which the suburban and the urban realties have become enmeshed; and explores the educational opportunities that can emerge through that reframing. Reconceptualizing the “urban” is a vital aspect of contemporary and future schooling given the shifting context of actual urban spaces and the people who inhabit them in many of the major city centers of the world. The article also addresses the need for the development of leadership in these urban/suburban school settings that is collaborative, transformative, and moves beyond hierarchical conceptions.
This article makes the argument for a reframing and a reconceptualization of the urban–suburban d... more This article makes the argument for a reframing and a reconceptualization of the urban–suburban divide which can inform the options and possibilities for transformative practices in urban schools. Drawing primarily from a Canadian, and more specifically a southern Ontario context, the article explores the changing realities of urban within this region; examines the extent to which the suburban and the urban realties have become enmeshed; and explores the educational opportunities that can emerge through that reframing. Reconceptualizing the “urban ” is a vital aspect of contemporary and future schooling given the shifting context of actual urban spaces and the people who inhabit them in many of the major city centers of the world. The article also addresses the need for the development of leadership in these urban/suburban school settings that is collaborative, transformative, and moves beyond hierarchical conceptions. Keywords
Pour survivre dans un college canadien il faut que ceux et celles qui sont discrimines soient tre... more Pour survivre dans un college canadien il faut que ceux et celles qui sont discrimines soient tres motives dans leurs strategies. L’auteure rapporte une gamme de strategies qu’elle a utilisees avec les etudiants et autres embres de la faculte pour se garder en securite et lucide pendant qu’elle essayait de transformer le climat du college.
... The study of race in education, and most specifically race in the area of teacher education, ... more ... The study of race in education, and most specifically race in the area of teacher education, continues to be a burgeoning area of research (Mickelson & Smith, 1995; Sleeter, 1992, 1993; Solomon, Portelli, Daniel, & Campbell, 2005; Tatum, 1994). ...
This article focuses on 11 in-depth semi-structured interviews with early childhood educators who... more This article focuses on 11 in-depth semi-structured interviews with early childhood educators who responded to a question about reporting racial incidents as a ‘Serious Occurrence’ under guidelines mandated by the City of Toronto Children’s Services Division. We draw on critical race theory and colorblind theory in a discursive analysis of participants’ narratives. Results of this analysis suggest that participating early childhood professionals were reluctant to name and acknowledge incidents of racism in early learning environments, and engaged in discursive strategies that minimized and negated such incidents. Implications for the training and education of early childhood educators are noted and implications for provincial policy are discussed.
This article presents the results of data based on individual interviews and focus groups conduct... more This article presents the results of data based on individual interviews and focus groups conducted with Black students who participated in a post-secondary student retention program called The Bridge. The program was specifically designed to address the needs of Black students and to identify the types of support programming that would enhance their engagement and graduation rates. Three of the themes that emerged from the interviews and focus groups identified the importance of developing differing frames of Blackness, engaging in transformative resistance, and the importance of providing spaces for the students to engage with and explore multiple conceptions of Blackness and narratives of success.
There is the continued belief that children do not see race and that they are racially innocent. ... more There is the continued belief that children do not see race and that they are racially innocent. This belief is evidenced in early childhood environments and influences the practices of the instructors in these settings. However, research continues to show that children do see and react to varying markers of race. This research project focused on early childhood educators’ interpretations of children’s racially coded behaviours and interactions. The results revealed four central themes: racial evasiveness; racial dis-ease; parental role in promoting racism; and limited educational preparation. This study contributes to the growing body of research on children, race, and early childhood by examining how Canadian early childhood educators address race and racism in the classroom. Despite the ample body of literature documenting children’s perceptions of difference, and racial difference in particular, a common assumption persists among early childhood educators and layperson alike: th...
International Journal of Child, Youth and Family Studies, 2020
This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Mo... more This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Moving Through Trails and Trials Toward Community Wellness, held in Victoria, British Columbia in April 2019. It explores how we can re-imagine child and youth care practice with African Canadian youth. This emerging paradigm aligns with child and youth care politicized praxis as well as trauma-informed and strengths-based approaches in the field’s literature. We highlight the importance of mobilizing critical and transformative theoretical frameworks along with an Africentric worldview to substantially support youth of African descent with a strengths-based approach. Moreover, the protective role of Black-affirming spaces is developed and articulated.
This article makes the argument for a reframing and a reconceptualization of the urban—suburban d... more This article makes the argument for a reframing and a reconceptualization of the urban—suburban divide which can inform the options and possibilities for transformative practices in urban schools. Drawing primarily from a Canadian, and more specifically a southern Ontario context, the article explores the changing realities of urban within this region; examines the extent to which the suburban and the urban realties have become enmeshed; and explores the educational opportunities that can emerge through that reframing. Reconceptualizing the “urban” is a vital aspect of contemporary and future schooling given the shifting context of actual urban spaces and the people who inhabit them in many of the major city centers of the world. The article also addresses the need for the development of leadership in these urban/suburban school settings that is collaborative, transformative, and moves beyond hierarchical conceptions.
This article makes the argument for a reframing and a reconceptualization of the urban–suburban d... more This article makes the argument for a reframing and a reconceptualization of the urban–suburban divide which can inform the options and possibilities for transformative practices in urban schools. Drawing primarily from a Canadian, and more specifically a southern Ontario context, the article explores the changing realities of urban within this region; examines the extent to which the suburban and the urban realties have become enmeshed; and explores the educational opportunities that can emerge through that reframing. Reconceptualizing the “urban ” is a vital aspect of contemporary and future schooling given the shifting context of actual urban spaces and the people who inhabit them in many of the major city centers of the world. The article also addresses the need for the development of leadership in these urban/suburban school settings that is collaborative, transformative, and moves beyond hierarchical conceptions. Keywords
Pour survivre dans un college canadien il faut que ceux et celles qui sont discrimines soient tre... more Pour survivre dans un college canadien il faut que ceux et celles qui sont discrimines soient tres motives dans leurs strategies. L’auteure rapporte une gamme de strategies qu’elle a utilisees avec les etudiants et autres embres de la faculte pour se garder en securite et lucide pendant qu’elle essayait de transformer le climat du college.
... The study of race in education, and most specifically race in the area of teacher education, ... more ... The study of race in education, and most specifically race in the area of teacher education, continues to be a burgeoning area of research (Mickelson & Smith, 1995; Sleeter, 1992, 1993; Solomon, Portelli, Daniel, & Campbell, 2005; Tatum, 1994). ...
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