The author argues Keats׳s texts racialize neighborhood space through the characters’ relationships with each other, their interaction with the space, and the physical depiction of the setting. Drawing on Goldberg׳s (1993) theory of racialized discourse and Neely and Sumatra׳s (2011) theory on racialized space, this research analyzes the racialized fictional space of Keats׳s neighborhood, and contextualizes the texts within broader socio-historical racial discourse. This research is a qualitative content analysis of one set of picture books: the neighborhood books of Caldecott award winner Ezra Jack Keats. To build this foundation, we must more deeply examine the materials, such as picture books, that are used in early classrooms. Scholars have argued elementary social studies is uniquely suited to build a foundation of critical knowledge of race and racism with young children (e.g.
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