Picture Books for Engaging Peace and Social Justice With Children

Strength in storytelling: Peacebuilding via wordless books

“…Book selection is instrumental in the social-emotional and academic development of students (Cook et al, 2018). Students of all ages need to be able to create a personal connection with the characters and stories in the book to meaningfully engage at the cognitive and emotional levels (Seidel & Rokne, 2011). We share the following checklist as one way to meet the objectives of storytelling and peacebuilding while engaging students:…”

“…Albeit limited in size and depth, available scholarship has shown that wordless books influence the capacity for imagination and improve the emotional intelligence of students—defined as individuals' capacity to be aware of, regulate, and express one's emotions, and to engage empathetically and judiciously in interpersonal relationships (e.g., Fitriana & Windiarti, 2018; Lysaker & Miller, 2013). Similarly, scholars agree that using wordless books as an SEL strategy contributes to peacebuilding, inter‐community reconciliation, and social justice, especially in places of conflict where people with different viewpoints come together (Clarke‐Habibi, 2019; Seidel & Rokne, 2011). For example, after using wordless books as an SEL strategy, students are able to engage in conversations where they realize that the same situation can be seen from different perspectives, and that respectful discussion is what leads to understanding and appreciation of other people's worldviews.…”

Pengembangan Electronic Wordless Picture Book untuk Mengenalkan Social Justice pada Anak Usia 4-6 Tahun

“…Penelitian mengenai wordless picture book sebelumnya telah banyak dilakukan salah satunya dalam mengembangkan karakter dan memudahkan dalam menyampaikan pesan moral kepada anak (Nurhasanah, 2019). Selanjutnya, gagasan mengenai picture book baik berupa fiksi, non fiksi, dan puisi dengan tema peace dan social justice sebelumnya telah dilakukan oleh (Seidel, 2011). Namun dari beberapa studi sebelumnya tersebut, untuk konten social justice untuk anak usia dini dalam cerita bergambar belum dijelaskan secara rinci tema-temanya dan bentuknya masih dalam versi cetak, bukan elektronik.…”

Values and Intercultural Experiences Through Picture Books

“…Insofar as picture books tell a story using both visual and textual codes, and thus the images contain information that is lacking in the texts, these books can be well understood even by those students whose mother tongue is different from the language spoken in their context. Although there are some studies analyzing picture books that promote intercultural education (Encabo Fernández et al., ; Lysaker & Sedberry, ; Seidel & Rokne, ; Wu, ), the questions that assess students after the read‐aloud and discussions are generally not addressed. During this experience, and by answering those questions, it will be possible to determine if the selected books manage to introduce the students to the illustrated situation, producing values that will relate the immigrant protagonists to the selected literature and allow the teacher to establish dialogues concerning interculturality.…”

“…These attitudes are psychologically related to the acquisition of certain values (Village & Francis, 2016) based on moral commitment to others (Higham & Djohari, 2018) and on human rights (Espinel Bernal, 2017;Féron, 2014;Gordon, 2018). By showing characters who belong to different races, ethnicities, and cultures, picture books provide an opportunity to think critically about discrimination and social justice (Lysaker & Sedberry, 2015;Seidel & Rokne, 2011).…”