Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy.

中文翻译：

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“哈丽特·塔布曼是超级英雄”：将非洲裔美国儿童的社会政治意识概念化为富有想象力的实践

想象力常常被非裔美国儿童的学校教育经历边缘化。此外，儿童在解放斗争中的不同作用及其在迎来公正未来方面的核心作用仍未得到充分探讨。本文考察了五名非裔美国一年级学生的社会政治知识，以及他们如何利用想象力来发展拒绝和代理可能性的反叙事。我提供富有想象力的实践作为概念工具来分析年轻的非裔美国儿童如何命名历史和当代的种族化现实，并产生可操作抵抗的快乐可视化。幼儿富有想象力的实践挑战了争取解放的斗争缺乏欢乐的观念。