Abstract
Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.
Highlights
The central question addressed by the Supreme Court during the Brown v
This study explored the interactions during read-alouds of multicultural children’s literature influenced the racial identity development of seven self-identified Black elementary aged children
In an effort to present a range of the identity development, three child participants will be presented to understand the process and the interaction with MO-CRiTLit
Summary
The central question addressed by the Supreme Court during the Brown v. Board of Education of Topeka, Kansas (1954) [1] was whether the segregation of children in public schools based on their race, deprived minoritized children of equal educational opportunities when everything else was equal [2,3,4]. This question has been, and continues to be, answered in the negative, as evidenced in an educational system in which Children of Color are repeatedly reported to have lower reading and numeracy scores in comparison to their white peers. With persistent failure of only racially diverse and working-class students, the system must instead consider how race and culture influence the educational outcome of all students
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