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Early Childhood Education Journal

, Volume 40, Issue 4, pp 195–202 | Cite as

“Rights are the Words for Being Fair”: Multicultural Practice in the Early Childhood Classroom

  • Dana Frantz Bentley
Guest Editorial

Abstract

This article addresses the practices of multiculturalism and social justice as they are explored by an early childhood classroom. In response to the school requirement of participation in the Martin Luther King assembly, the children and their teachers seek to create a meaningful contribution reflective of the children’s voices and conceptions of justice and equality. The article examines classroom practices as children and teachers co-construct meaning around multiculturalism in early childhood. Through classroom research and discussion, the children develop their own concepts around these issues, finding meaningful ways to share their knowledge with the larger school community.

Keywords

Multiculturalism Teacher research Children's language Young children's conceptions of justice Community building Child centered curriculum 

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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Buckingham, Browne, and Nichols SchoolCambridgeUSA
  2. 2.SomervilleUSA

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