
Contents
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Systemic Segregation by Experience Systemic Segregation by Experience
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Segregation by Experience as a Form of Dehumanization Segregation by Experience as a Form of Dehumanization
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Mills’s Racial Contract Mills’s Racial Contract
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The “Depersonizing Conceptual Apparatus” In Early Childhood Education The “Depersonizing Conceptual Apparatus” In Early Childhood Education
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Developmental Importance Developmental Importance
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An Epistemology of Ignorance An Epistemology of Ignorance
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Undoing the Epistemology of Ignorance Undoing the Epistemology of Ignorance
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Unsigning the Racial Contract Unsigning the Racial Contract
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Communities Fighting against the Depersonizing Apparatus in Early Schooling Communities Fighting against the Depersonizing Apparatus in Early Schooling
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Rethinking Children’s Capabilities and Deficit Thinking Rethinking Children’s Capabilities and Deficit Thinking
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Self-Rule and Pedagogy Self-Rule and Pedagogy
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Removing the Personhood–Subpersonhood Line with Agency Removing the Personhood–Subpersonhood Line with Agency
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Agency Within Curriculum/Content Agency Within Curriculum/Content
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Agency Within Environment Agency Within Environment
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Agency Within Pedagogy Agency Within Pedagogy
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Agency Within Identity Agency Within Identity
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Teacher Agency and the Personhood–Subpersonhood Line Teacher Agency and the Personhood–Subpersonhood Line
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Implications for Teacher Education Implications for Teacher Education
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Revisiting Mary and the Volcano Revisiting Mary and the Volcano
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7 Justifying a Segregation by Experience
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Published:May 2021
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Abstract
In this final chapter, the authors argue that preventing young children of color from enacting their agency at school is an act of segregation, and ultimately an operationalization of white supremacy and a means of controlling communities of color through the normalization of agency as something earned or deserved. They argue that institutional racism and white supremacy collectively normalize offering children different kinds of early learning experiences at school. This segregation is then violently justified by (falsely) insisting that agency would be available to young children at school if only they and their families would just change, earn, prove, improve, or fix themselves to fit into the expectations of whiteness. They gratefully draw upon interdisciplinary work across education by scholars of color to show how blaming teachers, young children, and families of color for the segregation that white supremacy produces and justifies will never result in actual equity. They offer ways to support young children’s enactment of agency in early schooling and revisit Ms. Bailey’s classroom to show that young children of color can use their agency for their learning in ways that are sophisticated, dynamic, and empowering if the personhood/subpersonhood line is removed.
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