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9780226765617

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This book delivers powerful and richly textured evidence of the racialization of children's opportunities for enacting agency within their own learning. It uncovers the 'segregation by experience' that is normalized for young children of color and unapologetically confronts these enduring inequities. Incisively challenging and theoretically persuasive, this book will inspire and motivate a reconceptualization of practices in the early grades. -- Norma Gonzalez, University of Arizona A brilliant, timely demonstration of the power of early childhood classrooms to perpetuate class and race-or to open to children learning through respect for their agency. Eye-opening! -- Barbara Rogoff, University of California-Santa Cruz This book offers rich ethnographic insights into Black and brown children's agentic activity in a project-based classroom, both from direct observation and from seeing how their activities are viewed by teachers, parents, and other children. It raises provocative questions for teachers who want to challenge limiting racist ideologies and engage in culturally-respectful, transformative pedagogies that cultivate creativity. -- Marjorie Faulstich Orellana, author of Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research

This book offers rich ethnographic insights into Black and brown children's agentic activity in a project-based classroom, both from direct observation and from seeing how their activities are viewed by teachers, parents, and other children. It raises provocative questions for teachers who want to challenge limiting racist ideologies and engage in culturally-respectful, transformative pedagogies that cultivate creativity. --Marjorie Faulstich Orellana, author of Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research

This book offers rich ethnographic insights into Black and brown children's agentic activity in a project-based classroom, both from direct observation and from seeing how their activities are viewed by teachers, parents, and other children. It raises provocative questions for teachers who want to challenge limiting racist ideologies and engage in culturally-respectful, transformative pedagogies that cultivate creativity. -- Marjorie Faulstich Orellana, author of Mindful Ethnography: Mind, Heart and Activity for Transformative Social Research

Author Information

Jennifer Keys Adair is associate professor of early childhood education at the University of Texas at Austin. She is also the director of Agency and Young Children Research Collective. Kiyomi Sánchez-Suzuki Colegrove is assistant professor of bilingual bicultural education at Texas State University.  

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