Capstone Project Title
Julia Reimer and Shelley Orr
literacy to more confidently and competently discuss race and racism with early elementary students? Research indicates children are ready to begin discussing race and racism as early as three or four years old, but that educators tend to avoid these conversations assuming their students are not yet ready to handle these topics. This paper reviews literature on racism in education, understanding bias, developmental readiness, and literacy resources supporting discussions of race. The project created in connection with this research question involves a five session professional development course aimed at supporting educators in feeling more confident and competent in discussing these essential topics with their students. This professional learning course focuses on understanding racism in the educational system, identifying and deconstructing implicit bias, and the utilization of literacy resources which support discussions of race and racism in age appropriate manners. Throughout the creation of this project, the author reflected on the need for racialized trauma healing for educators participating in the work of anti-racism education and bias awareness, as well as the ongoing nature of learning about racism and bias in education. The goal of this paper and project is to inspire educators to better serve their students by developing more confidence and competence in discussing essential topics of race and racism in the classroom.
Developmentally Appropriate Practice, Literacy, Social Justice, Staff Development
Hanlon, Morgan, "Looking In to Speak Up: How White Educators Can Utilize Literacy to More Confidently and Competently Discuss Race and Racism with Early Elementary Students" (2022). School of Education and Leadership Student Capstone Projects. 795.
School of Education Student Capstone Projects