Successes, Challenges, and Surprises: Teacher Reflections on Using Children's Literature to Examine Complex Social Issues in the Elementary Classroom

Autor/inn/en	Hawkman, Andrea M.; Tofel-Grehl, Colby; Searle, Kristin; MacDonald, Beth L.
Titel	Successes, Challenges, and Surprises: Teacher Reflections on Using Children's Literature to Examine Complex Social Issues in the Elementary Classroom
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 5, S.584-602 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hawkman, Andrea M.) ORCID (Tofel-Grehl, Colby) ORCID (Searle, Kristin) ORCID (MacDonald, Beth L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062747
Schlagwörter	Teaching Methods; Childrens Literature; Social Emotional Learning; Social Problems; Immigration; Relocation; Units of Study; Computer Science Education; Interdisciplinary Approach; Elementary School Teachers; Discussion (Teaching Technique); Teacher Attitudes; Teacher Student Relationship; Elementary School Students; Whites; Critical Theory; Racism; Faculty Development; STEM Education; Handicrafts; Student Characteristics; Cultural Background; Primary Sources; Immigrants; United States History + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Social problem; Soziales Problem; Umsetzung; Lerneinheit; Computer science lessons; Informatikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; Kritische Theorie; Rassismus; STEM; Handwerk; Primärquelle; Immigrant; Immigrantin; Immigranten
Abstract	Children's literature provides elementary teachers and students the opportunity to critically engage in the world around them. However, too often teachers choose not to engage students in discussions of complex social issues out of a sense of fear or discomfort. In this paper, we explore the reflections of 11 teachers who chose to engage their students in discussions of three complex social issues: immigration, migration, and forced relocation. Specifically, we highlight the successes, challenges, and surprises teachers reported after completing a three-week long unit that integrated discussions of complex social issues with computer science and science. Findings suggest that despite teacher reservations, students are interested in talking about complex social issues and through engagement with children's literature are able to engage in thoughtful, personal, and critical conversation about these issues. Further, through discussing critical social issues, teachers and students were able to build the culturally responsive social-emotional skills essential for effective participation in a diverse democratic society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01