Originally published in 1992. Both teachers and the general public
have traditionally been unwilling to acknowledge that concepts of
'race' might play a part in the lives of primary school children.
For this book the authors spent a term in each of three mainly
white primary schools. They talked to black and white pupils
individually and in small groups about issues, not necessarily of
'race', which the children themselves saw as important. From these
conversations they present a fascinating study of how 'race'
emerges for young children as a plausible explanatory framework for
incidents in their everyday lives. The final picture is both
disturbing in its demonstration of how significant racism is and
hopeful in showing how frequently anti-racist attitudes exist even
in the thinking of children who engage in racist behaviour. A final
chapter looks at how school policy can combat racism and build on
these positive elements.
General
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