Using Diverse Children's Literature to Teach for Social Justice: Lessons From a Novice Teacher

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Centering and Sustaining Diverse Multicultural and Multiethnic Literacies (Table 17)

Abstract

Drawing upon critical sociocultural theory and Pantić’s model of teacher agency for social justice, this paper discusses how one novice early childhood teacher, who identified as a Black woman, created and implemented a Black history unit. The unit involved a series of read-alouds with diverse children’s literature (DCL) to facilitate critical conversations about Black history, racial discrimination, and segregation. Discourse analysis was utilized to examine her language about experiences with the read-alouds. The findings show that (1) identity propels agency, (2) reflection guides agency, and (3) collaboration contributes to agency. Findings suggest novice teachers can exercise agency to teach for social justice; however, they will need support, as well as an in-depth understanding of their own history and identities.

Authors

• Sarah D Reid, Illinois State University
  Presenting Author

• Carol J. Gilles, University of Missouri
  Presenting Author

• Christina U. King, University at Buffalo - SUNY
  Presenting Author