Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues (b) the children needed substantial support to engage in activism against social injustices (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.Įarly childhood education is among the most contested spaces when it comes to discussions of critical topics such as race, class, gender, and sexuality. This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia.
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