The author examines the childhood experiences of formerly enslaved children. He suggests that the conventional understandings of scholars and historians concerning play may not be applicable to the complex lives of enslaved children because researchers do not consider such children as always propertied beings. Their play practices were molded by their proximity to violence and by their being owned as property. Rethinking what constitutes play for enslaved children, Harris asserts, unlocks newer possibilities for understanding the behaviors, actions, and desires of these children. Their play practices allowed them to learn about--and challenge--their place in the world. Building on and challenging seminal scholarship, Harris encourages readers to rethink what constitutes play and to view ordinary forms of play as intentional attacks against the institution of slavery and white supremacy.