Date of Award
Spring 5-9-2021
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Ellen Ferrin
Second Advisor
Abigail Kerlin
Abstract
The act of naming, or using and respecting one’s name, is a humanizing act: it is foundational to one’s sense of identity and belonging. Conversely, the act of ‘de-naming,’ or changing, forgetting, or erasing one’s name, is an act of dehumanization: it denies one’s sense of identity and belonging. The Name Curriculum provides an opportunity for third grade students to explore the role of names and naming as they relate to one’s sense of self and community. It draws on the role of developmental psychology, the urgency of historical context, and the power of children’s literature. Specifically, it explores how language development informs a connection between one’s name and sense of self, how patterns within and across historical events exemplify connections between naming and oppression, and how children’s literature can provide accessible entry points for meaningful conversations about naming, identity, and belonging. Over the course of the year, students consider questions related to names, identity, oppression, power, and belonging. Ultimately, the curriculum highlights the power of names to combat oppression with abolition.
Recommended Citation
Taswell, I. (2021). The Name Curriculum: Exploring Names, Naming, and Identity. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/259
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Language and Literacy Education Commons
Comments
Cross-Age: Early Childhood and Childhood General Education