Teacher Reflections on Talking to Young Children About Poverty and Inequality

• In Event: Learning About Inequality

Abstract

Despite the intensive media attention on the state of growing inequality in the United States, little is known about the efficacy of social studies curriculum efforts that engage children in discussions about poverty and inequality. The current study examined the successes and challenges faced by a team of kindergarten, first, and second grade teachers as they designed and implemented a unit focused on poverty and inequality using a student-centered inquiry-based learning approach (Hmelo-Silver, et al., 2007).
Data come from a larger evaluation study that assessed whether teaching young children about poverty and inequality led to changes in their reasoning about these topics. Specifically, we collaborated with three exemplary teachers at a university-affiliated laboratory school with a commitment to experimenting with novel and innovative educational approaches. The majority of the social studies unit was planned over 4 work sessions. The curriculum was taught over a 5-7 week period. Utilizing the student-driven inquiry approach, teachers used a variety of methods (e.g., read-alouds, provocations that encouraged students to represent their thinking through multiple modalities, and action-oriented projects) to engage students in discussions about poverty and inequality.
After the conclusion of the larger study, teachers participated in a series of follow-up interviews, in which they viewed pictures and classroom video clips from the unit and were asked a series of reflective questions such as:
• “What were your lesson goals?
• What practices did you use?
• What worked well or was challenging?”
Interviews were transcribed and thematically coded. Results indicated that teachers found inquiry to be a useful method for engaging young children in conversations about social justice related topics. Using the five-step inquiry process (i.e., beginning the process, investigation, assessment, application of knowledge, documentation) allowed teachers to continuously assess and build upon their students’ background knowledge and explore issues and possible misconceptions as they arose. A recurring theme was the importance of allowing students to openly share their ideas during every stage of the unit, even if it could be uncomfortable at times. One teacher explained, “Letting them talk (is important), they’ve got to get it all out and then you can break that down.” A second, related, theme was the significance of striving to create a safe space for students to explore the topics, ask questions, and express their ideas and thoughts at all stages of the process. Through discussions of read-alouds, the utilization of art as a medium to express ideas, and participation in final projects (e.g., donating to a local charity, older students explaining to the younger students what they had learned about poverty), teachers reported unpacking and scaffolding students ideas and beliefs about poverty and inequality. When asked if students learned what she had hoped they would, one teacher responded, “Definitely. They’re comfortable with talking about social justice issues and collaborating and hearing other voices and opinions.” Next steps include disseminating this knowledge with the larger educational community to help guide future discussions focused on talking with young children about these topics.

Authors

• Lindsey Nenadal, University of California - Los Angeles

• Rashmita Mistry, University of California - Los Angeles