Learning Race, Learning Place

In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers. Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new frameworkcomprehensive racial learningthat shows the importance of considering this process from childrens points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the childrens prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while childrens racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.