'Harriet Tubman Is a Superhero': Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis
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| Title: | 'Harriet Tubman Is a Superhero': Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis |
|---|---|
| Language: | English |
| Authors: | Wintre Foxworth Johnson (ORCID |
| Source: | Urban Education. 2025 60(11):2974-3000. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | African American Students, African American Education, Grade 1, Early Childhood Education, Imagination, Social Problems, Social Justice, Current Events, Critical Race Theory, Racism |
| DOI: | 10.1177/00420859241227962 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders' sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484785 |
| Database: | ERIC |
| Abstract: | Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders' sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859241227962 |
