Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9780226765587
- eISBN:
- 9780226765754
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226765754.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
In this ethnography, the authors spend time with a first-grade classroom led by Ms. Bailey, a teacher who speaks four languages and immigrated from Burundi as a young adult. Ms. Bailey’s class ...
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In this ethnography, the authors spend time with a first-grade classroom led by Ms. Bailey, a teacher who speaks four languages and immigrated from Burundi as a young adult. Ms. Bailey’s class included mostly children of color, many of whom spoke more than one language. Collectively and individually the class had many opportunities to enact their agency as part of their learning. The children could move around, discuss ideas, work together, design projects, initiate activities, talk about their real lives and help one another. The authors also spend time with over 250 superintendents, principals, teachers, immigrant parents and young children ages 5-7 across Texas who watched a twenty minute film of Ms. Bailey’s classroom and had complicated, often negative, responses to what they saw. Using Charles Mill’s concept of the Racial Contract and by engaging work across Latinx, Indigenous and Black diaspora theorizations of race and white supremacy, the authors try to make sense of what the interviews, the film, and the negative reactions to the film mean for the “great equalizer” of early childhood education. How does racism impact what we offer young children at school? And what does it mean for children and families to see school learning as something that requires their obedience rather than their full personhood?Less
In this ethnography, the authors spend time with a first-grade classroom led by Ms. Bailey, a teacher who speaks four languages and immigrated from Burundi as a young adult. Ms. Bailey’s class included mostly children of color, many of whom spoke more than one language. Collectively and individually the class had many opportunities to enact their agency as part of their learning. The children could move around, discuss ideas, work together, design projects, initiate activities, talk about their real lives and help one another. The authors also spend time with over 250 superintendents, principals, teachers, immigrant parents and young children ages 5-7 across Texas who watched a twenty minute film of Ms. Bailey’s classroom and had complicated, often negative, responses to what they saw. Using Charles Mill’s concept of the Racial Contract and by engaging work across Latinx, Indigenous and Black diaspora theorizations of race and white supremacy, the authors try to make sense of what the interviews, the film, and the negative reactions to the film mean for the “great equalizer” of early childhood education. How does racism impact what we offer young children at school? And what does it mean for children and families to see school learning as something that requires their obedience rather than their full personhood?
David Alston
- Published in print:
- 2021
- Published Online:
- May 2022
- ISBN:
- 9781474427302
- eISBN:
- 9781399509817
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474427302.003.0013
- Subject:
- Society and Culture, Scottish Studies
The ‘Black History’ of Northern Scotland – the children of Scots and both enslaved and ‘free coloured’ women. This includes accounts of children of mixed race at schools in Scotland and the growth of ...
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The ‘Black History’ of Northern Scotland – the children of Scots and both enslaved and ‘free coloured’ women. This includes accounts of children of mixed race at schools in Scotland and the growth of systematic racism in the mid-nineteenth century. Individual studies include those who were able to pass as white, young women who were vulnerable to exploitation and abuse, and some who turned to radical politics – including the revolutionary William Davidson.Less
The ‘Black History’ of Northern Scotland – the children of Scots and both enslaved and ‘free coloured’ women. This includes accounts of children of mixed race at schools in Scotland and the growth of systematic racism in the mid-nineteenth century. Individual studies include those who were able to pass as white, young women who were vulnerable to exploitation and abuse, and some who turned to radical politics – including the revolutionary William Davidson.
Katrin Križ, Janese Free, and Grant Kuehl
- Published in print:
- 2016
- Published Online:
- October 2016
- ISBN:
- 9780190459567
- eISBN:
- 9780190459581
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190459567.003.0009
- Subject:
- Social Work, Children and Families
This chapter discusses how children at risk of maltreatment are removed from home in the United States. We discuss the legislative framework and the processes and agents involved in the ...
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This chapter discusses how children at risk of maltreatment are removed from home in the United States. We discuss the legislative framework and the processes and agents involved in the decision-making process around removal, including child protection agencies and courts. The chapter presents evidence on several major blind spots in the system, including bias and delays in decision-making. Thus, it reveals the need for further research on how these blind spots impact children and their families, as well as on the impact of programs that aim at improving them. Further, this chapter also underscores the need for systemic change to ensure that bias can be eliminated and children and parents, especially those with the least amount of resources, also can be engaged and empowered users of the system.Less
This chapter discusses how children at risk of maltreatment are removed from home in the United States. We discuss the legislative framework and the processes and agents involved in the decision-making process around removal, including child protection agencies and courts. The chapter presents evidence on several major blind spots in the system, including bias and delays in decision-making. Thus, it reveals the need for further research on how these blind spots impact children and their families, as well as on the impact of programs that aim at improving them. Further, this chapter also underscores the need for systemic change to ensure that bias can be eliminated and children and parents, especially those with the least amount of resources, also can be engaged and empowered users of the system.
Diana Marre and Laura Briggs (eds)
- Published in print:
- 2009
- Published Online:
- March 2016
- ISBN:
- 9780814791011
- eISBN:
- 9780814764473
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814791011.001.0001
- Subject:
- Anthropology, American and Canadian Cultural Anthropology
In the past two decades, transnational adoption has exploded in scope and significance, growing up along increasingly globalized economic relations and the development and improvement of reproductive ...
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In the past two decades, transnational adoption has exploded in scope and significance, growing up along increasingly globalized economic relations and the development and improvement of reproductive technologies. A complex and understudied system, transnational adoption opens a window onto the relations between nations, the inequalities of the rich and the poor, and the history of race and racialization. Transnational adoption has been marked by the geographies of unequal power, as children move from poorer countries and families to wealthier ones, yet little work has been done to synthesize its complex and sometimes contradictory effects. Rather than focusing only on the United States, as much previous work on the topic does, this book considers the perspectives of a number of sending countries as well as other receiving countries, particularly in Europe. The book also reminds us that the United States also sends children into international adoptions—particularly children of color. The book thus complicates the standard scholarly treatment of the subject, which tends to focus on the tensions between those who argue that transnational adoption is an outgrowth of American wealth, power, and military might (as well as a rejection of adoption from domestic foster care) and those who maintain that it is about a desire to help children in need.Less
In the past two decades, transnational adoption has exploded in scope and significance, growing up along increasingly globalized economic relations and the development and improvement of reproductive technologies. A complex and understudied system, transnational adoption opens a window onto the relations between nations, the inequalities of the rich and the poor, and the history of race and racialization. Transnational adoption has been marked by the geographies of unequal power, as children move from poorer countries and families to wealthier ones, yet little work has been done to synthesize its complex and sometimes contradictory effects. Rather than focusing only on the United States, as much previous work on the topic does, this book considers the perspectives of a number of sending countries as well as other receiving countries, particularly in Europe. The book also reminds us that the United States also sends children into international adoptions—particularly children of color. The book thus complicates the standard scholarly treatment of the subject, which tends to focus on the tensions between those who argue that transnational adoption is an outgrowth of American wealth, power, and military might (as well as a rejection of adoption from domestic foster care) and those who maintain that it is about a desire to help children in need.
Kathleen Nolan
- Published in print:
- 2011
- Published Online:
- August 2015
- ISBN:
- 9780816675524
- eISBN:
- 9781452947532
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816675524.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter details the origins of police control within urban schools. There have been a disproportionate number of arrests of children of color—an alarming trend that illustrates the national ...
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This chapter details the origins of police control within urban schools. There have been a disproportionate number of arrests of children of color—an alarming trend that illustrates the national “zero tolerance” policy of maintaining the social order. This trend is unfortunately not a recent development, as the issue of containing the “dangerous other” became paramount beginning with the latter half of the nineteenth century, during the Industrial Era, when society attempted to address the presence of immigrants within local shores. At first the efforts to contain were relegated to prisons and crime control, but later on that same discrimination eventually took hold of educational institutions, in the form of disorderly, police-controlled, and racially segregated schools where much of the blame can be conveniently laid upon the marginalized student population.Less
This chapter details the origins of police control within urban schools. There have been a disproportionate number of arrests of children of color—an alarming trend that illustrates the national “zero tolerance” policy of maintaining the social order. This trend is unfortunately not a recent development, as the issue of containing the “dangerous other” became paramount beginning with the latter half of the nineteenth century, during the Industrial Era, when society attempted to address the presence of immigrants within local shores. At first the efforts to contain were relegated to prisons and crime control, but later on that same discrimination eventually took hold of educational institutions, in the form of disorderly, police-controlled, and racially segregated schools where much of the blame can be conveniently laid upon the marginalized student population.
