Using the Read-Aloud and Picture Books for Social Justice

Norris, Katherine E. L.

doi:10.1080/00228958.2020.1813521

Cited by 8 publications

(4 citation statements)

References 4 publications

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“…Using picture books in our classrooms has shown to create opportunities for students to collectively explore their curiosities, while in turn helping us, the teachers, to guide these conversations. Children need a place to begin the critical introduction to culturally sensitive ideas and concepts of social justice (Norris, 2020). When students begin to see themselves in the texts and conversation, they feel safe and included.…”

Section: The Value Of Students Seeing Themselves In the Text Around Themmentioning

confidence: 99%

Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity

Parker

Malec²

2023

GJL

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This article investigates the advantages of incorporating cluster texts in educational settings to present a variety of viewpoints. The discussion begins by examining the reasons behind choosing picturebooks, followed by introducing the concepts of intertextuality and cluster texts. The significance of students' ability to connect with the texts is highlighted. The article then introduces three carefully curated cluster text sets, developed with consideration for classroom observations and students' requirements: 1) laying the groundwork and the school experience; 2) highlighting unsung heroes and overcoming obstacles; 3) showcasing diverse family structures and experiences. Each set features an in-depth analysis of a primary text, accompanied by a table outlining supplementary books within the cluster. The article wraps up with a summary of key insights on the subject matter.

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Section: The Value Of Students Seeing Themselves In the Text Around Themmentioning

confidence: 99%

Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity

Parker

Malec²

2023

GJL

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“…Engaging in, achieving, and maintaining peacebuilding is difficult to accomplish due to a number of reasons that are primarily connected with a lack of empathy, or individuals not being able to experience the feelings and experiences of others (Krznaric, 2014). However, wordless books are ideally positioned to be employed as a tool to teach about and engage in peacebuilding work because they “have long discussed serious social justice issues contextualized within tangible, accessible stories” (Neumann, 2009, p. 65), providing students with glimpses into different lifestyles and experiences (Norris, 2020).…”

Section: Storytelling Peacebuilding and Wordless Books: A Brief Overviewmentioning

confidence: 99%

Strength in storytelling: Peacebuilding via wordless books

Martinez-Alba

Herrera

2023

TESOL Journal

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Peace and restoration (henceforth, peacebuilding) have become buzzwords as we continue to wrestle with global problems. In this article, the authors focus on storytelling as a form of peacebuilding using wordless books (or picture books without words), with a focus on how peacebuilding may be conceptualized and woven into the fabric of the English language teaching field. Wordless books have been used for decades to help people develop meaning from pictures, comprehend story structures, improve engagement and motivation, support language learning, and develop storytelling skills (Cruzado‐Guerrero & Martínez‐Alba, 2022). As such, wordless books become part of an open invitation to engage in storytelling. Through this article, peacebuilding via storytelling using wordless books is explained as a social–emotional learning (SEL) classroom practice. Supported by the available literature focusing on storytelling and peacebuilding, the authors share a lesson design providing a clear way to develop capacity for peacebuilding skills using wordless books.

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“…When they read books featuring people, settings, and situations unlike their own, students can expand their perspectives, build empathy, and develop respect for more diverse and pluralistic ways of being (Bishop, 1990; Laminack & Kelly, 2019; Oslick, 2013). Further, introduction to different perspectives, viewpoints, and lifestyles through books can help dismantle harmful stereotypes, build relationships, and assist in conflict resolution (Kelly et al, 2023; Norris, 2020). See Table 1 for a list of suggested books to foster restorative conversations.…”

Section: Using Literature To Facilitate Restorative Conversationsmentioning

confidence: 99%

Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution

Kelly,

Siekman,

Mahan

2023

The Reading Teacher

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During recess a conflict occurred between two fourth graders. A peer attempted to mediate unsuccessfully. Frustrated, the student protested, “[Teachers] never listen to us!” The student felt unheard and sought to play a more active role in conflict resolution. This article explores the use of literature to facilitate restorative conversations to foster conflict resolution by honoring all students' voices, perspectives, and experiences. Centering students' voices creates environments that disrupt oppressive systems and cultivate equitable anti‐racist learning spaces.

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Using the Read-Aloud and Picture Books for Social Justice

Abstract: The author offers tips for addressing topics of diversity from a social justice perspective through the use of picture books during read-aloud time.

Cited by 8 publications

References 4 publications

Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity

Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity

Strength in storytelling: Peacebuilding via wordless books

Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution

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