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The Classrooms All Young Children NeedLessons in Teaching from Vivian Paley$
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Patricia M. Cooper

Print publication date: 2009

Print ISBN-13: 9780226115238

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226115252.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 29 May 2020

Race, Pedagogy, and the Search for Fairness

Race, Pedagogy, and the Search for Fairness

Chapter:
(p.107) 5 Race, Pedagogy, and the Search for Fairness
Source:
The Classrooms All Young Children Need
Author(s):

Patricia M. Cooper

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226115252.003.0007

This chapter elaborates the author's approach on Paley's practice as a white teacher of children of color, of black children in particular, through the three books that focus on the subject. The book White Teacher [(1979) 2000] centers on self-examination and the chapter observes the significance of this book on Paley's personal development and in the white teacher studies movement. Paley's second investigation into race in the classroom cedes center stage to community members in her book Kwanzaa and Me: A Teacher's Story (1995). The five-year-old Reeny tells the story in Paley's third work, The Girl with the Brown Crayon (1997). The chapter finds that in all these three books, Paley evolved as a fair teacher of children of color in the context of the many complex issues that accompany her efforts to recognize race and ethnic differences in the classroom.

Keywords:   black children, self-examination, personal development, white teacher, community members, classroom

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