Rachel C Berman
Rachel Berman is a Professor and a former Graduate Program Director in Early Childhood Studies at TMU. She earned a Ph.D. in Family Studies at the University of Guelph, in Guelph Ontario, Canada in 2000 and joined the School of Early Childhood Studies at Toronto Metropolitan University (formerly Ryerson University) in Toronto, Ontario that same year. She’s published in the areas of methods of inquiry, mothering, and perspectives of children and youth, and is the editor of Corridor Talk: Canadian Feminist Scholars Share Stories of Research Partnerships published by Inanna Publications in 2014. She is currently a PI on a Social Sciences and Humanities Research Council Grant--"Can we talk about race? Confronting Colourblindness in early learning settings." She teaches courses on social research with children, theoretical frameworks for early childhood studies, and the history and philosophy of early childhood education.
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shown that young White and racialized children generally have
a pro-White bias. While scholars have utilized developmental
or social psychological explanations for this finding, none
have used an antiracism lens to interpret children’s racial
attitudes or to develop an antiracism pedagogy. To address
this research gap, this article uses antiracism theory as an
analytical tool to explore the social-historical processes that
have affected how children evaluate racial differences and
White identity. It also briefly proposes antiracism teaching
practices specific to early childhood education settings.
EARLY CHILD DEVELOPMENT AND CARE, 2017 VOL. 187, NOS. 5–6, 827–839 http://dx.doi.org/10.1080/03004430.2016.1223065
shown that young White and racialized children generally have
a pro-White bias. While scholars have utilized developmental
or social psychological explanations for this finding, none
have used an antiracism lens to interpret children’s racial
attitudes or to develop an antiracism pedagogy. To address
this research gap, this article uses antiracism theory as an
analytical tool to explore the social-historical processes that
have affected how children evaluate racial differences and
White identity. It also briefly proposes antiracism teaching
practices specific to early childhood education settings.
EARLY CHILD DEVELOPMENT AND CARE, 2017 VOL. 187, NOS. 5–6, 827–839 http://dx.doi.org/10.1080/03004430.2016.1223065
This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs.