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Teaching and Learning about Racial a...

Park, Chung Caryn.

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Teaching and Learning about Racial and Ethnic Diversity in Early Childhood Classrooms .

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching and Learning about Racial and Ethnic Diversity in Early Childhood Classrooms ./
作者:	Park, Chung Caryn.
面頁冊數:	381 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Multilingual. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431658
ISBN:	9781124325330

Teaching and Learning about Racial and Ethnic Diversity in Early Childhood Classrooms .
Park, Chung Caryn.

Teaching and Learning about Racial and Ethnic Diversity in Early Childhood Classrooms . - 381 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.

Thesis (Ph.D.)--University of Washington, 2010.

This study examines how young children (ages 4-6) understand racial and ethnic diversity, and learn to recognize, produce, and transform diversity-related talk and action in their school lives. It also studies how early childhood teachers conceptualize diversity and enact their beliefs into practice, and what supports and obstacles teachers and students encounter in their process of teaching and learning about racial and ethnic diversity.

ISBN: 9781124325330Subjects--Topical Terms:

1669153
Education, Multilingual.

Teaching and Learning about Racial and Ethnic Diversity in Early Childhood Classrooms .
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4331.
500 $a Adviser: James A. Banks.
502 $a Thesis (Ph.D.)--University of Washington, 2010.
520 $a This study examines how young children (ages 4-6) understand racial and ethnic diversity, and learn to recognize, produce, and transform diversity-related talk and action in their school lives. It also studies how early childhood teachers conceptualize diversity and enact their beliefs into practice, and what supports and obstacles teachers and students encounter in their process of teaching and learning about racial and ethnic diversity.
520 $a Previous research studying children and race has often relied on Piagetian developmental psychology to explain children's racial attitudes and knowledge. I used sociocultural theory to focus on how different contexts and opportunities enable and constrain development in dynamic ways.
520 $a Participants included one class from each of the following schools: urban independent, urban public, and racially integrated suburban independent. The five participating teachers were experienced and committed to engaging with diversity. Ethnographic data was collected through participant observation, interviews, audio-recordings of classroom talk, samples of children's work, and school documents. Qualitative and discursive analysis focused on children's practices related to diversity, teachers' roles in establishing the classroom environment and providing diversity curriculum, and the social interactions among participants.
520 $a Children's vocabularies of diversity often reflected those of other members of their community. Students spoke positively about diversity as a concept, yet their peer interactions were frequently segregated. Their ability to articulate a multicultural stance was influenced by their opportunities to learn about and explicitly discuss differences. Teachers' approaches to diversity were shaped by a complex interplay between their personal histories, school contexts, and the demands of life outside of school. A tension existed between discourses of developmentally appropriate practice and multicultural education, one that limited student access to explicit diversity curriculum. Racial identity politics, passive forms of social exclusion, and entrenched individualism were some of the obstacles to participants' further learning around diversity issues.
520 $a This dissertation explores the previously under-examined intersection of multicultural education, early childhood education, and learning theory. Teacher professional development in early childhood education stands to benefit from further research situated in this intersectional space.
590 $a School code: 0250.
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