Segregation by experience : agency, racism, and learning in the early grades /

Segregation by experience : agency, racism, and learning in the early grades /

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Bibliographic Details
Author / Creator:	Adair, Jennifer Keys, author.
Imprint:	Chicago : University of Chicago Press, 2021. ©2021
Description:	214 pages : illustrations ; 24 cm
Language:	English
Subject:	Student-centered learning -- Texas. Active learning -- Texas. Experiential learning -- Texas. Minorities -- Education (Elementary) -- Texas. First grade (Education) -- Texas. Segregation in education -- Texas. Active learning Experiential learning First grade (Education) Minorities -- Education (Elementary) Segregation in education Student-centered learning Texas
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12667941

Hidden Bibliographic Details
Other authors / contributors:	Colegrove, Kiyomi Sánchez-Suzuki, author.
ISBN:	9780226765587 022676558X 9780226765617 022676561X 9780226765754
Notes:	Includes bibliographical references (pages 193-209) and index.
Summary:	"Early childhood can be a time of immense discovery, and educators have an opportunity to harness their students' fascination toward learning. And some teachers do, engaging with their students' ideas in ways that make learning collaborative. In Segregation by Experience, the authors set out to study how Latinx children exercise agency in their classrooms-children who don't often have access to these kinds of learning environments. The authors filmed a classroom in which an elementary school teacher, Ms. Bailey, made her students active participants. But when the authors showed videos of these black and brown children wandering around the classroom, being consulted for their ideas, observing and participating by their own initiative, reading snuggled up, shouting out ideas and stories without raising their hands, and influencing what they learned about, the response was surprising. Teachers admired Ms. Bailey but didn't think her practices would work with their black and brown students. Parents of color-many of them immigrants-liked many of the practices, but worried that they would endanger or compromise their children. Young children thought they were terrible, telling the authors that learning was about being quiet, still, and compliant. The children in the film were behaving badly. Segregation by Experience asks us to consider which children's unique voices are encouraged-and which are being disciplined through educational experience"--

Description
Summary:	Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.<br> <br> <br> <br> In Segregation by Experience , the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color--many of them immigrants--liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
Physical Description:	214 pages : illustrations ; 24 cm
Bibliography:	Includes bibliographical references (pages 193-209) and index.
ISBN:	9780226765587 022676558X 9780226765617 022676561X 9780226765754