Young Children of Color in the United States experience the effects of racism on a daily basis. There have been calls for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. Additionally, state and local governments have enacted legislation…

Second-graders engaged in complex reading, writing, and thinking about Rosa Parks and the Montgomery Bus Boycott. Close readings of secondary and primary sources situated students to discover incongruencies between what is reported within trade-books and what is revealed within historical documents. Scaffolding directed students' scrutiny of…

The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing…

This article explores preservice teachers' (PSTs) experiences engaging in a program initiative blending antiracist teaching and project-based learning (PjBL) to create an antiracist PjBL. Informed by critical race theory and racial literacy theory we used children's literature as a catalyst for engaging PSTs in sustained conversations about…

Within Freedom Schools, the intellectual identities of academic achievement and success for Black children are fostered with positive cultural identity and social action as the foundation. This is partially accomplished with access to positive cultural messages in children's and young adult literature. The study in this article contributes to…

A troubling observation is that--outside of Black History Month in February and Women's History Month in March, during which students are acquiring some knowledge about noteworthy women and minorities--teachers in every grade level often teach about the same figures rather than expanding their lessons to include less-conventional or…

Africa is the cradle of civilization, yet its rich history and culture is undertaught--especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not…

This essay decenters whiteness and centers who I am as a Black teacher weighed down by boulders representing the dominance of whiteness and internalized racism as well as the institutional and social systems within which I dwell. Slowly, I release them through partnerships, "remembered" histories, "re-righted" curriculum, and…

This study investigates how 19 third-grade students developed their understandings of enslavement during a six-week social studies inquiry. Using Teaching Tolerance's key concepts as my analytic framework, I analyzed the students' pre- and post-concept maps and classwork to understand their learning. The findings show that students conceptualized…

This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of…

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice." Contents include: (1) Maybe One Day, the Pain Won't Feel the…

United States history classrooms have the potential to simultaneously foster an understanding of students' cultures and experiences today in relation to the nation's history and develop critical thinking and technology literacy. Yet classroom materials and instructors tend to avoid, ignore, or misrepresent controversial topics such as race and…

In this article, we bring attention to absences and deficit assumptions that continue to circulate in relation to environmental education for young Black children in North America. We focus our attention on tracing some of the ways in which racial innocence works to exclude and limit possibilities for young Black children's learning. Our analysis…

This issue brief is one in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and…

This article examines how the National Museum of African American History and Culture (NMAAHC) approaches conversations on race with young children and their families and teachers. Based on our current understanding of the development of racial identity and race in children between birth and age eight, NMAAHC has developed an Early Childhood…