Becoming UpendedAuthor(s): Kirsten Cole and Diandra Verwayne

Source: YC Young Children , Vol. 73, No. 2, The Power of Early Childhood Education:
Expanding Educational Equity, Shrinking the Achievement Gap (May 2018), pp. 34-43
Published by: National Association for the Education of Young Children (NAEYC)

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 Closing the Achievement Gap

Becoming Upended
Teaching and Learning about Race and Racism
with Young Children and Their Families
Kirsten Cole and Diandra Verwayne

At the beginning of the year in Ms. Verwayne’s kindergarten class, the children are working
on an All About Me project. They begin by drawing pictures of themselves based on
observations of their reflections in a mirror. Next, the teacher provides them with sentence
starters asking them to describe their hair color and texture, their skin color, and their eye
color. In this racially and ethnically diverse class, the children learn a variety of vocabulary
words they can use to describe these differences.

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 On the playground after school, some of Learning about race
the parents chat about the project. One and unlearning racism
White mom, Ellie, tells the other parents
that the project made her feel a little
In her seminal research and writing on this topic,
uncomfortable. She explains, “Since this
Beverly Daniel Tatum (a former psychology professor
is the beginning of the year, shouldn’t the and president of Spelman College) has written
kids be doing things that help them see extensively about the ways in which the unjust structure
what they have in common, rather than of racial hierarchy in American society is normalized
emphasizing their differences?” and transmitted to children from birth (Tatum 2003).

M
In discussing how messages about race-based privilege
any parents and teachers of young children
and oppression are internalized, Tatum provides a
share Ellie’s concern that children should
powerful metaphor. She explains that in the same
be shielded from learning explicitly about
way residents who live in highly polluted areas cannot
race and racial differences. Adults often worry that
avoid becoming “smog breathers,” Americans who
introducing these topics too early could be harmful
are immersed in the structures and practices of white
(Husband 2010). Early childhood educators who wish
supremacy unwittingly become “racism breathers” (6).
to make space for learning about race and racism in
Many of us may not realize the degree to which these
their classrooms may feel unprepared to approach
toxic beliefs shape our perceptions and experiences
these complex issues (Vittrup 2016). Shaped by their
of the world. Unless we have opportunities to unlearn
own experiences with issues of race and racism,
racism, these messages become absorbed and
parents and teachers may hold differing views
have consequences.
regarding the appropriateness of teaching about this
topic in the early childhood classroom.

Research demonstrates that children’s awareness of Schools, in collaboration with

racial differences and the impact of racism begins families, have an important role to
quite early (Tatum 2003; Winkler 2009). Multiple
studies document the ways that young children play in fostering young children’s
take notice of racial differences and note that as positive racial identities.
early as preschool, children may begin excluding
their peers of different races from play and other
More recently scholars have documented the negative
activities (Winkler 2009). Many argue that creating
impact that being subjected to racism has on young
safe spaces for children to explore these topics is
children’s academic success, as Lisa Delpit (2012)
more important than ever, given the current political
conveys in her aptly titled book chapter, “There Is No
and cultural climate, where these issues are highly
Achievement Gap at Birth.” These consequences vary
visible (Pitts 2016; Harvey 2017; Poon 2017). As
depending on our levels of privilege and oppression,
such, parents and teachers have an obligation to
which intersect across our diverse identities. Early
teach and learn with children about these critical
childhood educators can support the unlearning of
and complex issues (Delpit 2012; Derman-Sparks,
racism—and minimize later breathing in of racism—by
LeeKeenan, & Nimmo 2015; Ramsey 2015). This
intentionally teaching about race and related issues.
article documents how one kindergarten teacher,
Schools, in collaboration with families, have an
Diandra Verwayne (the second author), worked
important role to play in fostering young children’s
with the parents in her classroom to grow together
positive racial identities. Teachers who intentionally
in their understandings of the role we all must
plan curricula that affirm children’s racial identities
play in talking with young children about race and
have seen the benefits this produces in supporting
racism. Additionally, this piece offers curricular and
children’s growth and learning across many domains of
pedagogical resources for adults who are committed
development (Ladson-Billings 2009; Wright, Counsell,
to engaging with young children in this crucial work.
& Tate 2015).

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 Lessons Learned
When planning to implement a curriculum that addresses
There is often confusion about the difference issues of race and racism, consider the following:
between racially based bias and racism. ■■ Identify colleagues who are also committed to a racial
Racism is a system of oppression that results justice curriculum and work together. Alternatively,
from a combination of prejudice and power. seek out communities online to support your teaching
This combination produces institutional practice. Remember, you’re not alone!
structures and social practices that deny equity ■■ Anticipate the kinds of concerns or misconceptions that
to people based on race. There is a common children and families might have, and prepare in advance
misconception that biases or prejudices that some strategies for responding.
some people of color hold against White ■■ Recall experiences that have expanded your own thinking
people constitutes “reverse racism.” Anyone about these issues, and consider sharing the story of how
can hold a bias against people of another race, your perspective has grown and changed.
but only some races are subject to oppressive ■■ Make yourself available, either in person or over the
structures and practices as a result of that phone, to communicate with families about their
perspectives on the curriculum. Email communication
bias. To illustrate, consider a comparison to
can often amplify disagreements, so try to keep
sexism. Some women are biased against men, communication face to face, if possible.
but this is not “reverse sexism”; only men’s
■■ Model a stance of respectful openness. Even if you
biases against women have produced the
disagree, strive to set a tone that maximizes the
conditions in which women are subjected to far possibilities for considering different viewpoints.
more sexual harassment and sexual violence ■■ Recognize that we—children, families, and colleagues—
than men (Breiding et al. 2014). Similarly, are all on a journey of growth with respect to these
racism has created structures and practices issues. Draw upon the ways that you scaffold children’s
that deny equity and justice to people of color, learning in other areas and apply these skills when
including, for example, great disparities by supporting others’ growth.
race in family wealth. One of the most reliable
ways to accumulate and pass on family wealth
is through home ownership. Until recently,
many Black Americans—including those with One teacher’s work
high incomes—were unable to buy houses because of
redlining, a practice by which banks refused to offer
Ms. Verwayne teaches kindergarten at a racially and
mortgages in predominately Black neighborhoods.
economically diverse public school. Born in Guyana, she
This is a key factor explaining why median wealth
moved to the United States at the age of 6 and recalls
for White families in the US is about $134,000,
that when she entered school, she was made to feel like
while the median wealth for Black families is about
an outsider because of cultural differences. She reported,
$11,000 (Jones 2017). This disparity in family wealth
“When I was in elementary school, I felt like I had to hide
accumulated over several generations and will likely
my culture so that I could be accepted by the masses.
take several more generations to address; meanwhile,
I don’t want that to happen within my classroom. I
it continues to have broad implications for access
want my kids to be able to recognize who they are.” Ms.
to opportunity, such as parents’ ability to pay their
Verwayne is committed to affirming children’s racial and
children’s college tuition.
cultural identities throughout the year.
For all children to understand that the effects of racism
In her planned curriculum, Ms. Verwayne begins by
are not the fault of people of color, we need to address
offering learning experiences that allow children to
these issues early in children’s lives. We begin by
observe and celebrate their unique identities. She
fostering the positive development of every child’s racial
also acknowledges the need for teachers to reflect on
identity. This work must be paired with opportunities
potential questions and concerns in order to prepare (as
for young children to learn where and how injustice
much as possible) for unplanned teachable moments.
and inequality operate in our society. When children
While she knows that some adults may resist addressing
are armed with this knowledge and these skills, they
topics like identity, race, and racism with young
can begin to disrupt these systems and work toward
children, she remains committed to the idea that these
building a more equitable society for all of us.
issues are an essential part of the early childhood

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curriculum. Musing about this tension, she shared the Ellie, in contrast, expressed some initial resistance to
questions she asks herself as she designs curriculum: having her daughter participate in open discussions
of racial differences. Ellie grew up in the Midwest in
If I do talk about race, will it offend anyone? How mostly racially homogenous environments. As is the
do you talk about it in a way that doesn’t offend experience for many White children, Ellie recalled that
people? . . . I think a lot of teachers will just choose race was never discussed. Echoing the “colorblind” view
not to address it because if you don’t address it, that many White families espouse, Ellie recounted, “I
you’re not offending anybody. . . . I think this is the don’t think I thought about it much. I always thought,
problem that we have in our country. . . . We never ‘Everybody’s wonderful. Everybody’s the same.’”
have an honest, open discussion about race ever. When her daughter began to attend public school,
Ellie and some of the other White parents discussed
Considering the current climate in America, where
their concerns about Ms. Verwayne’s curriculum.
racism and racially motivated violence are visible to
Ellie recalled,
adults and children, Ms. Verwayne feels the stakes are
too high to ignore this topic in her classroom. In kindergarten they did a worksheet for social
studies about identity. The worksheet asked them
Responding to parents’ anxiety to note their physical traits: eye color, skin color,
Because Ms. Verwayne is committed to openly and hair color, hair texture, things like that. That was
collaboratively addressing these topics, she believes the first time anything like this had come up. I was
it is important to discuss families’ concerns. For this thinking, “What is this? This is ridiculous. There’s
article, two parents whose children were enrolled in Ms. no reason that 5-year-olds should be doing this
Verwayne’s kindergarten classroom were interviewed sort of exercise. This is futile. Why should my kid
by Kirsten Cole (the first author) about the curriculum. be having to say that she’s White?”
Fabiola is a Haitian American mother of two. Ellie is a
White mother of two. Both mothers’ first-born children In recalling how she felt at the time of this incident,
were in Ms. Verwayne’s class. Ellie articulated a stance many White people are raised
to adopt: claiming to not see color is the most equitable
After moving to the United States at the beginning of way to approach teaching and learning about race.
kindergarten, Fabiola was frequently the target of racial
epithets and other acts of racism. Fabiola described Especially in recent years, many scholars have
the painful consequences of having internalized questioned the presumed benefits of the colorblind
these oppressive messages, in large part because as approach (Pollock 2005; Husband 2012). As society
a child she did not have the opportunity to process is not equitable and racial bias does exist, the
these experiences with her parents or teachers. As colorblind approach denies children the validity of
a parent, Fabiola has prioritized giving her children their experiences of the world. Because the impact of
many opportunities to celebrate their racial identity racial bias is visible, not allowing children to process
and making space for their questions about race and this injustice is confusing, and it denies them the
racism. Nonetheless, Fabiola recognizes the potential opportunity to see themselves as agents of change to
for some families, particularly White parents, to feel resist injustice. Colorblindness fails to acknowledge
uncomfortable with such a curriculum. She explained, the impact of racism on all people and, further, does
not push White people to do the important work of
I think the teachers have to be prepared to deal reckoning with the legacy of white supremacy in our
with the parents and manage the anxiety of the lives (Derman-Sparks, Ramsey, & Edwards 2006;
parents. Because I think instructionally and edu- DiAngelo 2012).
cationally teachers know that it’s important. . . . I
strongly believe that the kids can tolerate it. It’s the Ms. Verwayne has a practice of encouraging families to
parents that are the hardest to convince. meet with her during weekly parent engagement time. At
one such meeting, she asked if anyone had any questions
Given the tendency of some adults to avoid these topics, about the curriculum. Ellie responded, “Actually, there
Fabiola was pleased to discover that Ms. Verwayne made was a worksheet that came home, and I don’t think this
learning about race an integral part of the curriculum. is a useful thing. I think it’s really hurtful, because it
makes them identify things they haven’t even realized

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 about each other.” Ms. Verwayne recalled being While Ellie had entered the conversation seeking to
surprised by Ellie’s reaction to the assignment, but she maintain the colorblind view, she suddenly realized that
was grateful to have the opportunity to open a dialogue not speaking about race with children does not protect
about their different views. She explained, “I needed to them. Having had the opportunity to see the issue from
understand where that parent was coming from, and another perspective, Ellie reported being transformed.
that parent needed to understand where I was coming Reflecting on this incident in a later interview,
from.” For her part, Ellie had the opportunity to hear she recalled,
both Ms. Verwayne’s intentions and also other parents’
perspectives on the curriculum. Ellie recalled, It was just totally eye-opening. It upended me.
Ever since then I just thought, there are so many
Fabiola responded, “Well, as a Black woman, we parents of both Black and White kids and kids of
take a lot of pride in who we are and we want to every race that need to have those conversations
talk about it a lot.” As soon as she said that I real- about these differences, and that the differences
ized, “Oh, of course. You’re proud of your race. And are good. I realized that it has to be talked about.
I am not.”
This transformation—this “upending”—would not
Ellie’s reflection on this experience revealed another have been possible had Ms. Verwayne not opened this
tension the colorblind view often masks. In naming potentially challenging dialogue with families.
the root of her discomfort, Ellie illuminated one of
many challenges teachers face when doing this work Particularly in early childhood, it is essential to build
in schools. The false premise of colorblindness is often trusting and respectful relationships with families.
deployed to obscure the discomfort White people Not all families will be receptive to a curriculum that
have with confronting ongoing and historical racial addresses these issues, nor will all families be as open
oppression and injustice (Harvey 2017). As Fabiola to being transformed in their thinking, as Ellie was.
noted in a later interview, “I think it’s really detrimental Ellie remarked, “What I really appreciate about Ms.
to tell children they don’t see what they’re seeing and Verwayne is her openness and respect for different
they’re not feeling what they just felt—that they can’t viewpoints. Whenever I have had a concern, she has
trust their eyes and they can’t trust their gut.” always been willing to talk and listen to my position
with great interest and care.” For early childhood

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teachers seeking to do the critical work of teaching While some of children’s observations and questions
about race and racism, it is important to be prepared about racial differences may be straightforward, at
to address parents’ myriad responses, including being times children echo harmful biases they have heard
ready and willing to create space for conversations elsewhere. Ms. Verwayne recalled an afternoon when
many of us have been taught to avoid. While some her class returned from lunch in a state of distress.
families may never be open to a new way of thinking, One of her students, an African American girl, had told
teachers who model this openness will set the tone for another child, “I don’t like White people.” At the time,
approaching disagreements respectfully. As Fabiola the nightly news was full of reporting about police
noted, the hesitation that many White parents have brutality against African Americans, so Ms. Verwayne
stems from adults’ issues rather than any difficulty suspected that the child was repeating something she
children may have in exploring the topic (DiAngelo had overheard an adult say. Though math was on the
2012). She mused, schedule for the afternoon, Ms. Verwayne asked the
children to join her in a circle on the rug. Drawing
It’s not a scary thing. It may be uncomfortable, upon strategies she had learned in Responsive
but it’s a good thing to be having this conversa- Classroom workshops, she reminded
tion at this stage. And it was fine. We pass on these the children of their classroom
anxieties to our kids. The more anxious we are in norms that create space
talking about it, the more anxious they feel. They for each child’s voice.
think that there’s something wrong with what She reminded the
they’re saying. children to use
accountable
It may be surprising that children are ready for us to
talk grounded
facilitate these learning opportunities. As parents and
in their
teachers, it is critical that we make ourselves ready for
experiences
planned and unplanned opportunities to learn about
and to listen
race and racism.
to each other
with care. As
Following children’s leads
they shared
As with the curriculum that sparked the previous their feelings
discussions, teaching and learning about race should about what
begin with children’s observations. Children notice had happened
differences and need to feel safe and supported in at lunch, Ms.
asking questions about what they notice. Fabiola Verwayne prompted
explained that her daughter’s learning about race “has them to reflect on
been very child directed. . . . If she asks a question, more the sense of community
times than not it’s just an observation of something. and friendship they had
So I acknowledge the fact that she’s absolutely right. cultivated together in class.
She’s noticing differences.” Ms. Verwayne concurred; They concluded that, while some
she likes to follow children’s leads and design people of any race may “not always be nice,” we cannot
projects, activities, and read-alouds that emerge from draw conclusions about a whole race based on the
their questions and concerns. She emphasized that actions of individuals.
children’s innate sense of justice and fairness creates
opportunities for them to wrestle with these questions. Planning for learning
She explained, “Their questions mean that they’re through children’s literature
seeking an answer about this topic. And they have a
For parents and teachers wishing to open a dialogue
lot of curiosity and wondering, and they need a way to
about racial identity and racism, children’s literature
figure out that answer.” As with other inquiry-based
provides an excellent starting point. Well-written
learning experiences, a curriculum that emerges from
children’s literature allows children to identify with
the children’s process of making sense of the world often
and develop empathy for characters, particularly those
yields the most engaging opportunities for learning.
that may be different from themselves. Stocking the

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 Stocking Your Library with Equitable and Inclusive Children’s Titles

■■ Lee & Low Books—leeandlow.com

■■ We Need Diverse Books—weneeddiversebooks.org
■■ Social Justice Books: A Teaching for Change Project—tfcbooks.org/best-recommended/booklist
■■ Raising Race Conscious Children—raceconscious.org/childrens-books/

classroom library with children’s books that represent as they arise. Ms. Verwayne recalled that when
a diversity of experiences is essential. Providing books reading about the life of Dr. Martin Luther King Jr.,
that allow children to see themselves in the pages her children wanted to know more. When the book
offers the kind of high-interest materials that support addressed the topic of segregation, they asked, “But
children’s early literacy (Klefstad & Martinez 2013). why would people do that?!?” Ms. Verwayne was glad
Especially when children are beginning to do the that she had anticipated these questions and was able
challenging work of learning to read, it is important for to provide context by talking about Jim Crow and how
them to be able to select books that allow them to feel it institutionalized racial bias and made it the law of
a connection to the content. If children do not see their the land.
lives and interests reflected in the books in your library,
they may feel that reading is not for them. Developing strategies for
responding to teachable moments
In addition to planning a curriculum that addresses
As society is not equitable issues of race and racism, Ms. Verwayne described
and racial bias does exist, the how she often needed to think on her feet in
responding to children’s natural curiosity about race
colorblind approach denies and difference. Many teachers may have a desire to
children the validity of their address these topics but feel unprepared to respond
when the issues arise in their classrooms. Teachers
experiences of the world. need resources and support to develop the tools to do
this work skillfully and thoughtfully. Ms. Verwayne
For teachers seeking to foster an appreciation of argued that this includes trusting teachers to think on
difference and empathy, it is especially important to their feet and to ground their responses in the deep
have a classroom library that represents a range of knowledge they have of their classroom communities.
characters and experiences. Great children’s books She noted,
allow us to get inside the protagonists’ experiences.
Some people definitely do not want to discuss is-
Fortunately, excellent resources exist to guide teachers
sues of race and difference at all. They think it’s
and families in creating such libraries (see “Stocking
best to sweep it under the rug and just act like it
Your Library with Equitable and Inclusive Children’s
doesn’t exist. That’s the safest space to be in. But is
Titles”). The classroom library can offer a child-friendly
it the right space to be in, knowing the times that
opening to learn about important histories and to
we’re in? I think we need to give teachers the lee-
celebrate the accomplishments of seminal figures in the
way to be unconventional and try different ways to
fight for racial equality. However, be sure to provide a
address this.
balance and to also include books that represent diverse
characters engaged in ordinary, everyday experiences. In an era when many educational reforms have
argued for standardization and “teacher proofing” the
Once you develop a classroom library that addresses
curriculum, the work of responding to complex issues
issues of race and racism from many perspectives,
requires that we give teachers the training and time to
prepare yourself to respond to children’s questions

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reflect on and discuss them, and also trust
teachers to write their own script when Preparing for and Responding to
teachable moments arise.
Teachable Moments
As described earlier, Ms. Verwayne
uses protocols and practices offered by
■■ National Association for the Education of Young Children’s Anti-Bias
the Responsive Classroom to facilitate Resources—NAEYC.org/topics/anti-bias-education
a complex conversation about racial ■■ Rethinking Early Childhood Education, Ann Pelo (2008)
bias. By developing these routines, Ms.
■■ What If All the Kids Are White? Anti-Bias Multicultural Education with
Verwayne asks the children to join her in Young Children and Families, Louise Derman-Sparks, Patricia G.
taking ownership of creating the kind of Ramsey, & Julie Olsen Edwards (2006)

classroom in which they all feel included. ■■ Teaching Tolerance—tolerance.org

These pedagogical strategies are supported ■■ Raising Race Conscious Children—raceconscious.org

by the content of her social studies ■■ Border Crossers: Racial Justice in Education—bordercrossers.org

curriculum, which explores the meaning of ■■ Responsive Classroom—responsiveclassroom.org

community.

A number of organizations have created

forums for the exchange of social justice do not explicitly address race and racism, such as the
curriculum ideas (see “Preparing for and Responding practices offered by the Responsive Classroom, can be
to Teachable Moments”). Responding to teachable adapted to create a framework for talking about race
moments is never one size fits all; but resources that in the classroom. Whatever the approach, we must
provide candid and thoughtful sharing of teacher acknowledge the need to offer these kinds of curricular
knowledge can provide teachers with models of and pedagogical strategies to teachers throughout their
practices and strategies. Even pedagogical models that professional development experiences.

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We must offer children opportunities
to resist bias and oppression.

Committing to teaching Delpit, L. 2012. “Multiplication Is for White People”: Raising

Expectations for Other People’s Children. New York: The
for equity and justice New Press.

Derman-Sparks, L., D. LeeKeenan, & J. Nimmo. 2015. Leading

Anti-Bias Early Childhood Programs: A Guide for Change.
This article, along with the suggested resources, New York: Teachers College Press; Washington, DC: National
provides a starting point for teachers and families Association for the Education of Young Children (NAEYC).
seeking to do the important work of supporting young Derman-Sparks, L., P.G. Ramsey, & J.O. Edwards. 2006. What
children’s learning and understanding about race and If All the Kids Are White? Anti-Bias Multicultural Education
racism. As Ms. Verwayne’s experiences illustrate, this with Young Children and Families. New York: Teachers
work is both challenging and essential. Concluding her College Press.

reflections on her own experiences with Ms. Verwayne’s DiAngelo, R. 2012. “What Makes Racism So Hard for Whites to
See?” Chap. 10 in What Does It Mean to Be White? Developing
kindergarten, Ellie emphasized, “In a school where you
White Racial Literacy, 167–89. New York: Peter Lang.
don’t have the kind of diversity we have, it might be
Harvey, J. 2017. “Are We Raising Racists?” Opinion, New York
even more important.” As we prepare young children to
Times, March 14. www.nytimes.com/2017/03/14/opinion/are-
be members of the human family, we must offer them we-raising-racists.html.
opportunities to celebrate all aspects of their identities
Husband, T. 2010. “He’s Too Young to Learn About That Stuff:
and to resist bias and oppression. In the field of early Anti-Racist Pedagogy and Early Childhood Social Studies.”
childhood education, we spend much of our time and Social Studies Research and Practice 5 (2): 61–75.
energy nurturing children’s capacity for kindness and Husband, T. 2012. “‘I Don’t See Color’: Challenging Assumptions
respect. Helping children see the role they have to play about Discussing Race with Young Children.” Early Childhood
in fostering equality and inclusion through racial justice Education Journal 39 (6): 365–71.
is a critical piece of this project. Jones, J. “The Racial Wealth Gap: How African-Americans Have
Been Shortchanged Out of the Materials to Build Wealth.”
Working Economics Blog, Economic Policy Institute, February
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Breiding, M.J., S.G. Smith, K.C. Basile, M.L. Walters, J. Chen, build-wealth/.
& M.T. Merrick. 2014. “Prevalence and Characteristics of
Klefstad, J.M., & K.C. Martinez. 2013. “Promoting Young Children’s
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 Ladson-Billings, G. 2009. The Dreamkeepers: Successful Winkler, E.N. 2009. “Children Are Not Colorblind: How
Teachers of African American Children. 2nd ed. San Young Children Learn Race.” PACE: Practical Approaches
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University Press. About the authors
Poon, O. 2017. “Our Schools Need to Teach a Fourth Kirsten Cole, PhD, is a teacher, researcher, and parent
‘R’: Racial Literacy.” Rewire. https://rewire.news/ from Brooklyn, New York, and an assistant professor of
article/2017/03/01/schools-need-teach-fourth-r-racial- early childhood education at the Borough of Manhattan
literacy/. Community College, CUNY. Additionally, she chairs the
Equity, Diversity, and Inclusion Committees for both of
Ramsey, P.G. 2015. Teaching and Learning in a Diverse
her children’s public schools. [email protected]
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Diandra Verwayne, MS, is a 16-year veteran of New
Tatum, B.D. 2003. “Why Are All the Black Kids Sitting York City public schools. She teaches in Brooklyn and
Together in the Cafeteria?: And Other Conversations recently served on her school’s Diversity Committee as a
About Race. Rev. ed. New York: Basic Books. teacher representative. [email protected]
Vittrup, B. 2016. “Early Childhood Teachers’ Approaches
to Multicultural Education and Perceived Barriers to
Disseminating Anti-Bias Messages.” Multicultural
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Photographs: pp. 34, 38, 41, 42, © Getty Images; p. 39, © Vera Wiest

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