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- W4385355504 abstract "In this chapter, the researcher and two research assistants examine the tensions and possibilities that surfaced for the elementary teachers in our inquiry group as they took up social justice issues with their students through post-colonial children’s literature. Our chapter features findings from the first three years of the study, framed by a “pedagogy of discomfort” (Boler and Zembylas in Pedagogies of difference: rethinking education for social change. Routledge, pp. 110–136, 2002), which “emphasizes the need for both educator and students to move outside of their comfort zones” (p. 110). During the first year of the study, our research focused on children’s literature related to residential schooling in response to the Calls to Action of the Truth and Reconciliation Commission. In the second year of the study, the inquiry group turned our attention to the refugee situation, sparked by the global refugee crisis. In the third year, we examined intersecting study findings related to perceived tensions between newcomer and Indigenous populations. Our chapter will highlight examples of participating teachers’ experiences using children’s literature to help their students understand these tensions and to build positive relationships between Indigenous and newcomer populations, as well as with settler Canadians. Post-colonial children’s literature for social justice can play a significant role in addressing this pressing challenge." @default.
- W4385355504 created "2023-07-29" @default.
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- W4385355504 date "2023-01-01" @default.
- W4385355504 modified "2023-09-26" @default.
- W4385355504 title "Stepping into the Discomfort Zone: Exploring Tensions and Possibilities for Social Justice Teaching with Post-colonial Children’s Literature" @default.
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- W4385355504 doi "https://doi.org/10.1007/978-3-031-34831-0_4" @default.
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