Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege

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Teachers College Press, Teachers College, Columbia University, 2013 - Education - 160 pages
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Using narrative inquiry, this book shares the author's transformative journey as a literacy teacher/researcher examining her experience as a White, middle-class female. The author argues that it is not enough for teachers to implement curricula and pedagogical strategies designed to foster inclusiveness. Instead, teachers must look inward, questioning their personal histories, biases, and beliefs in order to develop better self-awareness. In this book, Kuby reflects on how her self-interrogation shaped her interactions with 5- and 6-year-olds and influenced her critical literacy teaching.

The book discusses five key questions: Witnessing: What Do You Do With What You See and Know?; Whiteness: How Was Curriculum Shaped by My Histories?; What is a Negotiated Critical Literacy Inquiry?; "We, Them, White, Black": What Language Should Educators Use?; and Can Social Action be Embodied Over Time and Space?

This practical text includes a parent questionnaire, an example of a summer program newsletter, and reflective exercises for pre- and in-service teachers.

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About the author (2013)

Candace Kuby is an assistant professor of early childhood education at the University of Missouri.

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