Classroom Voices: Using Children’s Literature to Discuss Social Issues in the Classroom

Bazemore-Bertrand, Shamaine

doi:10.58680/tp202030690

Cited by 5 publications

(1 citation statement)

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“…Furthermore, educators often find it difficult to prompt students' civic and democratic participation around social issues, but reading about current events and social issues in youth literature can serve as a gateway for students to participate as local and global citizens (Bazemore‐Bertrand, 2020). Thus, global meaning‐making through literature provides a safe space for students to explore cultural differences, develop sympathy and contemplate positionalities within larger socio‐political contexts (Choo, 2018; Short, 2018).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

Sun

2023

Literacy

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This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio‐political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

Sun

2023

Literacy

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From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

Johnston

Omogun

Lee

2021

Journal of Research in Childhood Education

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“I Drew Myself Right There”: third grade girls restorying for visual justice

Wiseman

Turner

Cappello

2021

ETPC

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Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

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Classroom Voices: Using Children’s Literature to Discuss Social Issues in the Classroom

Cited by 5 publications

References 0 publications

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

“I Drew Myself Right There”: third grade girls restorying for visual justice

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