How to Read When the World is on Fire
Bibliographic Data
| ID | 12967445 |
|---|---|
| Authors | Shyam Patel (0009-0003-5460-3608, York University, corresponding author) |
| Year | 2024 |
| Volume | 18 |
| Issue | 4 |
| Pages | 893-902 |
| Publication date | 2024-12-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Social Justice (JOURNAL) |
| Journal identifiers | ISSN: 1911-4788 • E-ISSN: 1911-4788 |
| Publisher | Brock University Library (PUBLISHER) |
| DOI | 10.26522/ssj.v18i4.4375 |
| OpenAlex | W4405214063 |
| Language | EN |
| References cited | 4 |
As Mishra Tarc (2020) does through her evocative words on engaging texts today, I contemplate how texts, specifically children’s books, open pedagogical possibilities to reckon, repair, and reworld in a world that is on fire. From climate change to racial justice, it is children’s books, I believe, that can serve as pedagogical interventions and responses for teachers and teacher educators who are interested in addressing and confronting these complex and sometimes ineffable issues. I offer a glimpse of this approach through my practice as an elementary school teacher, a teacher candidate, and a teacher educator. Through these experiences, I consider how children’s books open up productive conversations around “difficult” and “hard” topics while also grappling with the ongoing questions that remain in my practice. Turning to children’s books, I outline both the immense potential of and need for using texts in the field of education. Immersing texts pedagogically and as a site of study, I hope, animates a renewed significance in supporting students to examine and tackle the issues confronting them
Business · Economics · Critical Race Theory in Education · Literacy, Media, and Education · Posthumanist Ethics and Activism
| Highly cited | No |
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