Reading Beyond the Book: Examining a Critical Social Educator’s Race &amp; Equity Read Aloud in an Early Childhood Classroom

Anam Rashid,Cassie J Brownell

doi:10.31274/tcse.11530

Reading Beyond the Book: Examining a Critical Social Educator’s Race & Equity Read Aloud in an Early Childhood Classroom

Anam Rashid, Cassie J Brownell

Open Access

https://doi.org/10.31274/tcse.11530

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Abstract

In this paper, the authors specifically consider what it means to engage as a critical white social educator of young, racially diverse children. They document how one third-grade teacher–Ms. Honey, a thirty-something white woman–used diverse books as a springboard to cultivate a more critical curriculum. The authors demonstrate how, as the focal teacher centered on pressing and historical social issues–including systemic racism –in her curriculum, classroom, and community, she also re-learned (hi)stories herself. In the findings, the authors demonstrate how Ms. Honey carefully led children through a read-aloud within an integrated social studies and literacy unit. The authors frame Ms. Honey’s actions as a critical social educator and, in doing so, they highlight the messy, seemingly imperfect work required to engage as a critical social educator.

Highlights

In this paper, we consider what it means to engage as a critical white social educator of young, racially diverse children
We provide in-depth details about the research site and participants because we understand the context of classrooms as vital to the work of critical social education
We entered this study with the understanding that critical social educators play a vital role in helping children understand the complexity of their world

Summary

Introduction

We consider what it means to engage as a critical white social educator of young, racially diverse children. As a critical social educator, Ms Honey did this because she understood classrooms are not neutral spaces, nor are teachers (or their actions) apolitical (Vasquez et al, 2013). We frame Ms Honey’s actions as a critical social educator. We demonstrate how she carefully led children through a read-aloud within an ãBROWNELL & RASHID. We provide in-depth details about the research site and participants because we understand the context of classrooms as vital to the work of critical social education. We use the class’s discussion about the book to emphasize some of the messy, seemingly imperfect work required to engage as a critical social educator

Literature Review

Methods & Modes of Inquiry

Findings

Conclusion