White supremacy in children's literature: characterizations of African Americans, 1830-1900

1998 ◽  
Vol 35 (11) ◽  
pp. 35-6095-35-6095
2017 ◽  
Vol 15 (3) ◽  
pp. 9 ◽  
Author(s):  
Edith Campbell

The call for better representation of African Americans in children’s literature can be traced back about eighty years through the works of social and literary leaders including Sterling Brown. In 1933, he wrote of the pervasiveness of stereotypes of African Americans in literature, happy slaves and the representation of African Americans in American literature.


2017 ◽  
Vol 2 (2) ◽  
pp. 35
Author(s):  
Sarah Patterson

In today’s racially charged, post-election atmosphere it has become more important than ever to recognize and root out subversive and persistent forms of racism, especially racism geared toward society’s most impressionable members: children. In the book, Was the Cat in the Hat Black? The Hidden Racism of Children’s Literature, and the Need for Diverse Books, Philip Nel discusses in five chapters various ways that classic and modern children’s literature continues to perpetuate white supremacy. While not denying that children’s media has made great strides toward promoting a more diverse view, Nel insists and supports the idea that there is “legacy racism” promoted by classic children’s literature.


2015 ◽  
Vol 117 (14) ◽  
pp. 103-130
Author(s):  
Anthony L. Brown ◽  
Keffrelyn D. Brown

Drawing from Omi and Winant's (1994) racial formation theory and Holt's (1995) theory of race marking, in this chapter, we explore the context of race and curriculum for African Americans during post-Reconstruction and the post-civil rights era. Our inquiry focused on the racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks. In this analysis, we illustrate how the presence of race aligned with ideological beliefs about race that were prevalent in the wider societal discourse. We argue that the histories of race have maintained a permanent, enduring place in U.S. curriculum. While morphing in content and appearance, formations of race remained entrenched and pervasive, thus reflecting the condition we characterize as the enduring racisms of U.S. curriculum.


Author(s):  
Clare Bradford ◽  
Kerry Mallan ◽  
John Stephens ◽  
Robyn McCallum

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