Second Graders Re(imagine) a More Inclusive World Through Literature, Drama, and Writing

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Promoting Social Justice and Equity in Language and Literacy Learning

Abstract

This multi-year qualitative study investigates how interactive read alouds using diverse children’s literature followed by various drama and writing activities can cultivate empathy in elementary aged children. In one second grade classroom I investigate the language and social processes that children use to interrogate issues about diversity and equity through drama and literature (Medina & Campano, 2006). The findings of this study indicate that purposeful and planned interactions that encourage children to think about multiple perspectives can initiate a questioning stance. Furthermore, dramatic responses to literature can help the children consider and confirm their own beliefs and the beliefs of others when situating themselves in varying social contexts.

Author

• Amanda Deliman, Indiana University - Bloomington