Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education.
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| Title: | Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education. |
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| Authors: | Adams, Brittany1 (AUTHOR) bmadams8@ua.edu, Wilson, Nance S.2 (AUTHOR), Patterson, Katherine A.1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2465-2475. 11p. |
| Subject Terms: | *Censorship, *Nonfiction reading materials, *Teaching methods, *Early childhood education, Social justice, Collective action, Social change |
| Abstract: | This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01755-0 |
