Literaturnachweis - Detailanzeige
| Autor/inn/en | Thomas-Fair, Ursula; Michael, Karen Hubbard |
|---|---|
| Titel | "Teacher, What Are Social Justice and Social Change?" |
| Quelle | (2005), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Racial Bias; Social Change; Kindergarten; Young Children; Moral Issues; Social Bias; Social Awareness; Justice; Action Research; Civil Rights; Student Diversity; English (Second Language) |
| Abstract | Purpose: The purpose of this action research presentation is to invite discourse on racial equality and social justice with young children. Strategies include using children's literature in conjunction with Georgia's Power Standards for Social Studies. Methodology: This action research project took place in a suburban kindergarten with learners of diverse ability levels and ESL students as well. The teacher worked with a medium sized heterogeneous group of kindergarten students. The group size was about 12-18 on a given day. This took place within the second semester of the kindergarten year. The documentation of the strategy was anecdotal and based on the principles of action research. Results: The exposure to history and social injustice in the context of literature presented benefits of the children using the vocabulary from the story in their journal entries and an unprecedented conversation about moral dilemmas, friendship race, communication, and change. Another benefit was that the children were forced to apply the scenarios from the text to their own immediate relationships. The final benefit of this unit of study was that the children were motivated more and more each time a story or text was presented to listen and have their own independent discussion of the story, the characters and its events. It allows optimal participation from all members of the group and a constant flow of communication about the central issues at the heart of each text; all tied to race, class, and gender. Conclusions: The outcome of analyzing the conversation drawn from this text in the classroom is that it plays upon the natural discussion of young children as a motivator for exploring the past, present and future of change via the perception of the children. Another outcome is that the teacher found a new medium in which to gain insight on her Caucasian colleagues' perception of young children and social injustice. The relationship of this unit of study purpose of the research is manifested in the rich discussion and authentic work samples and conversation of the students. Recommendations: It is imperative that teachers offer more avenues that activate the conversation of what social injustice and social change actually are. These and other culturally appropriate strategies with regards to cultural and linguistic diversity make for lifelong learners and independent thinkers. (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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