Abstract
The cultural capital that all children come to school with is often ignored or rejected by the school system (Moll & Cammarota, 2010). The very nature of our current curriculum design makes it impossible to value and honour the rich culture, tradition, and familial experience every child brings with them to the classroom.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Berghoff, B., Egawa, K., Harste, J., & Hoonan, B. (2000). Beyond reading and writing: Inquiry, curriculum, and multiple ways of knowing. Urbana, IL: National Council of Teachers of English.
Bissex, G., & Bullock, R. (Eds.). (1987). Seeing for ourselves: Case-study research by teachers of writing. Portsmouth, NH: Heinemann.
Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York, NY: Routledge.
Comber, B. (2000). What really counts in early literacy lessons. Language Arts, 78(1), 39–48.
Creswell, J. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: Sage Publications.
Dei, G. (1996). Basic principles of anti-racism education. In D. George (Ed.), Anti-racism education: Theory and practice. Halifax: Fernwood.
Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed.). Westport, CT: Ablex Publishing.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Hamilton, M. (2000). Expanding the new literacy studies. In D. Barton, M. Hamilton, & R, Ivanil (Eds.), Situated literacies:Reading and writing in context (pp. 16–34). New York, NY: Routledge.
Hatch, A. (2006). Teacher research: Questions for teacher educators. Young Children: Beyond the Journal. Retrieved from https://www.naeyc.org/files/naeyc/file/vop/AmosHatchQuestions%281%29.pdf
Janus, M., Duku, E., & Schell, A. (2012). The full day kindergarten early learning program: Final report. Submitted to Ontario Ministry of Education.
Kress, G., & Jewitt, C. (Eds.). (2003). Multimodal literacy. New York, NY: Peter Lang.
Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratl, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 185–226). Cresshill, NJ: Hampton Press.
Moll, L. C., & Cammarota, J. (2010). Cultivating new funds of knowledge through research and practice. In K. Dunsmore & D. Fisher (Eds.), Bringing literacy home (pp. 290–306). Newark, DE: International Reading Association.
Ontario Ministry of Education. (2010). The full-day early learning – Kindergarten program – Draft. Toronto: Queen’s Printer for Ontario.
Ontario Ministry of Education. (2012). The classroom as the third teacher. Capcity Building Series, 27.
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Project Zero & Reggio Children. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Author.
Rinaldi, C. (2001). The pedagogy of listening: The listening perspective from Reggio Emilia. Innovations in Early Education: The International Reggio Exchange, 8(4), 1–4.
Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in Early Education: The International Reggio Exchange, 11(1), 1–4.
Schultz, B., McSurley, J., & Salguero, M. (2013). Teaching in the cracks: Student engagement through social action curriculum projects. The International Journal of Critical Pedagogy, 4(2), 53–68.
Simard, E., & Blight, S. (2011). Developing a culturally restorative approach to aboriginal child and youth development: Transitions to adulthood. First Peoples Child & Family Review, 6(1), 28–55.
Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the truth and reconciliation commission of Canada.
Vasquez, V. (2004). Negotiating critical literacies with young children. Hillsdale, NJ: Lawrence Erlbaum Associates.
Wien, C., Guyevskey, V., & Berdoussis, N. (2011). Learning to document in Reggio-inspired education. Early Childhood Research and Practice, 13(2), 1–12.
Wood, J. (2008). The teacher as researcher. In E. Provenzo (Ed.), Encyclopedia of the social and cultural foundations of education. New York, NY: Sage.
Wood, J. (2013). Gender issues in kindergarten. In V. Vaquez, J. Wood, & C. Branigan Felderman (Eds.), Perspectives and provocations in early childhood education (Vol. 2). Charlotte, NC: Information Age Publishing.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Wood, J. (2016). Enacting Culturally Restorative and Anti-Racist Education in a Kindergarten Classroom. In: Husband, T. (eds) But I Don’t See Color. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-585-2_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-585-2_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-585-2
eBook Packages: EducationEducation (R0)