ABSTRACT
This chapter examines the intricacies of the development of political literacies within an early childhood setting. Through the re-presentation and critical analysis of classroom narratives, it unveils the powerful minutiae of classroom talk, told and untold stories, the shape/shaping of dialogues, and the sanctioning of the political as "appropriate" and vital in the lives of young children. There are two elements of political literacies at work in the narrative, and they are so deeply connected that it is hard to know where to coherently begin. The narrative co-constructed by the young children and Dana Frantz within the context of an American preschool classroom is at once child centered and teacher validating. The other element of this narrative is the denial of the story of self. While Dana carried the political story within her and made space for children's voices and stories in the preschool classroom's sharing space, she denied space for her own voice and stories.
