Reading, Writing, and Revolution: Becoming Critical Multicultural Citizens in First Grade

• In Event: Lessons Learned: Challenges, Constraints, and Signs of Hope in Local Public Education Contexts

Abstract

Since September 11, 2001, scholars, educators and practitioners have questioned the role of schooling in developing the citizens of tomorrow. This paper will critically examine how citizenship has been constructed in public schooling, beginning with Dewey’s (1916/2009) idea of schools as a space to create “good” citizens to the role of public education to facilitate the development of critical, multicultural citizens (Banks, 2009; Castro, 2010; Freire, 1974/2001; Giroux, 2004; Marri, 2005). The author will illustrate how teachers can motivate students to be critical citizens by teaching them about social groups, power, privilege, and developing their skills to create socially just change for all. Drawing upon data from a nine month ethnographic study of a first grade public charter school classroom in central California, this paper will highlight how teachers can teach citizenship within an elementary classroom by using artists’ lives and social issues to raise awareness of social injustices, promote critical reflection and consciousness, and motivate them to work toward collective action. Particular attention is paid to how students interpret these lessons and what teachers can do to enact this in their own classrooms.

Author

• Janelle M. Silva, University of Washington - Bothell