Social justice storytelling and young children's active citizenship

Phillips, Louise Gwenneth

doi:10.1080/01596301003786993

Cited by 36 publications

(24 citation statements)

References 14 publications

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“…In the Australian context, Phillips (2010: 373) argues for the method of storytelling to actively engage five- and six-year-old children in issues of social justice: ‘using storytelling to provoke critical awareness of others’ positions offered a way to engage young children as active citizens’. She told stories about child labour, poaching and deforestation, during which the children’s diverse responses became prominent.…”

Section: Resultsmentioning

confidence: 99%

Social studies in early childhood education and care: A scoping review focusing on diversity

Rosenberg

2020

Contemporary Issues in Early Childhood

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Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

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Section: Resultsmentioning

confidence: 99%

Social studies in early childhood education and care: A scoping review focusing on diversity

Rosenberg

2020

Contemporary Issues in Early Childhood

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“…As previously questioned by Phillips (2010), how then do children learn to be competent and capable active citizens in the public sphere, when their access is so limited and controlled, and the public pedagogies surrounding children are so stacked against any demonstration of child actualization?…”

Section: Public Pedagogies and The Experience Of Childhoodmentioning

confidence: 99%

New Kids on the Block: Young People, the City and Public Pedagogies

Hickey

Phillips

2013

Global Studies of Childhood

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In March 2012, Contact Inc., a community cultural development organization based in Brisbane, Australia, launched the project 'Walking Neighbourhood: hosted by children'. This project sought to engage young people in the negotiation of a large urban space, as well as provoke an awareness of child actualization by challenging existing understandings of the role young people play as active citizens. By asking a group of children, aged between eight and twelve, to navigate their way through a large urban space and subsequently lead a curated tour of this space for groups of participant adults, Walking Neighbourhood unsettled existing notions of child safety, the place of children within the city and assumptions surrounding young people as cognizant, active citizens. This article will explore the implications of the Walking Neighbourhood project and how renewed understandings of young people's capacities to navigate urban spaces as active citizens might form.

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“…the way of practicing "political action". This is because the teacher is not only a mediator between traditional values and the new generation, but also a citizen with personal attitudes and perceptions about political and social issues, which affect the way of handling political education (Papanaoum-Tzika, 1989: 29-30; also Phillips, 2010).…”

Section: The Role Of Kindergarten Teacher In Citizenship Educationmentioning

confidence: 99%

“…The institution should be attentive and take into consideration children's difficulties with separation and the new environment (Dyrfjord et al, 2004: 11). From the moment the child enters an early learning civil identity is being established by using the first name (Imbert, 1994in Baker, 2013:1123also Ailwood et al, 2011;Phillips, 2010). Therefore, every interaction in preschool can be analyzed with regards to certain questions: What possible learning about global citizenship, solidarity and individuality, might come about in the preschool?…”

Section: Political Socialization In Kindergartenmentioning

confidence: 99%

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Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers

Nalbantoglou¹,

Kyridis²,

Tsioumis³

2015

JET

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The purpose of this research is to study preschool children's readiness to political socialization and to investigate kindergarten teachers' views regarding citizenship education. It is appreciated that teachers' views constitute strong evidence of plans, instructive choices and teaching practices, determining sometimes even their instructive effectiveness, i.e. the degree they consider themselves to be able to influence students' performance. Children's readiness is considered to be related to their ability for direct reaction in their political socialization. Two questionnaires were used as a data collection method. The readiness in early childhood for political socialization is investigated through fourteen proposals which are analyzed into the frequencies of "always", "sometimes" and "never". The views of kindergarten teachers in connection to citizenship education are investigated through five open questions. The collected data were coded, entered in SPSS and analyzed quantitatively and qualitatively. The findings confirmed mostly the inquiring affairs and gave interesting information in the frame of inquiring questions as well.

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Social justice storytelling and young children's active citizenship

Cited by 36 publications

References 14 publications

Social studies in early childhood education and care: A scoping review focusing on diversity

Social studies in early childhood education and care: A scoping review focusing on diversity

New Kids on the Block: Young People, the City and Public Pedagogies

Political Socialization in the Contemporary Greek Kindergarten Views of Kindergarten Teachers and the Readiness of Preschoolers

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