Microaggressions and the Complexities of Smartness in Kindergarten

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Melissa Sherfinski
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引用次数: 0

Abstract

ABSTRACTThis study follows Mikah, an African American twice exceptional (2E-gifted and attention deficit hyperactivity disorder [ADHD]) kindergarten boy, in a U.S. classroom over the course of an academic semester, considering the research questions: How did Mikah (a pseudonym), age 5, experience microaggression in kindergarten? How were the microaggressions structured by the school/classroom and between home and school? A case study using ethnographic methods and critical discourse analysis methods was used. Data sources were collected and analyzed, including participant observation in the kindergarten classroom; interviews with teachers, children, parents, the coach, principal, and superintendent; children’s work samples; and classroom, school, and district media. The research findings showed how, across the year, Mikah switched his position from a victim of microaggressions by White people to the perpetrator of microaggressions toward Black peers and how Mikah’s White classroom teacher placed both Mikah and his father in perpetual need of disciplining because neither can completely avoid the “need” for her guidance on school-based normativity. The research indicated that racial microaggressions could spread and intensify when White teachers are not trained and committed to inclusive anti-racist approaches in the classroom, and to listening to Black children’s strengths and their parents’ wisdom.KEYWORDS: African American familiesearly childhood educationinclusive educationmicroagressionskindergarten Disclosure statementNo potential conflict of interest was reported by the author(s).
幼儿园的微侵犯与聪明的复杂性
摘要本研究以美国一所幼儿园的非裔美国男孩Mikah为研究对象,对其进行了一个学期的跟踪研究,探讨了以下问题:5岁的Mikah(化名)在幼儿园是如何经历微攻击的?学校/课堂以及家庭和学校之间的微侵犯是如何构成的?运用民族志方法和批评话语分析方法进行个案研究。收集和分析数据来源,包括幼儿园课堂参与观察;与老师、孩子、家长、教练、校长和督学的访谈;儿童作品样本;还有教室、学校和地区媒体。研究结果显示,在过去的一年中,米卡是如何从白人微侵犯的受害者转变为对黑人同伴进行微侵犯的肇事者,米卡的白人课堂老师是如何将米卡和他的父亲置于永远需要纪律的境地的,因为他们都不能完全避免她对学校规范的指导的“需要”。研究表明,如果白人教师没有接受过培训,没有致力于在课堂上采取包容性的反种族主义方法,没有倾听黑人儿童的长处和父母的智慧,种族微侵犯可能会蔓延和加剧。关键词:非裔美国家庭;幼儿教育;全纳教育;
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Research in Childhood Education
Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
27
期刊介绍: The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.
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