The Role of Peers in How First Graders Talk About Race: Classroom Examples From Texas

• In Event: Roundtable Session 19
  In Roundtable Session: Critical Dialogues on Race and Dis/ability in Early Childhood: Voices From the Classroom

Abstract

This study looks at conversations children in two first grade classrooms have as they learned about race and social justice. These classrooms created safe, agentive spaces for the children to explore these topics, allowing them to explore their own race in their own terms. Children received affirmation of their biracial identities. White children also showed privilege in their conversations with peers. We argue that in order teach for social justice, we must educate young children about race, but that it is a nuanced undertaking which needs to be explored more fully in the research.

Authors

• Shubhi Sachdeva, The University of Texas - Austin

• Danielle Emenhiser

• Jennifer Keys Adair, The University of Texas - Austin