View in EDS PDF Full Text

WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE.

Saved in:
Bibliographic Details
Title: WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE.
Alternate Title: QUI SOMMES-NOUS LORSQUE NOUS NE SOMMES PAS GOUVERNÉS PAR LES AUTRES ? ENGAGER LES ENSEIGNANTS DES CONTEXTES DU NORD ET NORDIQUES DANS L’ENSEIGNEMENT À PARTIR D’UNE LITTÉRATURE JEUNESSE DIVERSIFIÉE.
Authors: STRONG-WILSON, TERESA1 teresa.strong-wilson@mcgill.ca, AL-MADHOUN, DINA1
Source: McGill Journal of Education. Winter2026, Vol. 60 Issue 1, p82-104. 23p.
Subject Terms: *Children's literature, *Critical pedagogy, *Cross-cultural communication, *Educators, Neoliberalism, Neoconservatism, Social justice, Postcolonial literature
Geographic Terms: Norway, Canada
Abstract (English): At a time when neoliberalism and neoconservatism would compel teachers to focus narrowly on their own contexts, we ask how crossnational conversations can break down boundaries and provide important insights for teaching to social justice. We initiate a conversation between Canada, as a Northern country, and the Nordic countries of Norway, Denmark, Sweden, Finland, and Iceland on the subject of teaching using "diverse" literature. While one main question revolves around deciding what to call the literature (multicultural? diverse? counter-story? migrant? post-colonial?), a more fundamental one centres on how to critically introduce and respond to its presence in the classroom, especially given national identities formed through Northern / Nordic exceptionalism. Imagology represents one promising direction, as does pedagogy of discomfort. [ABSTRACT FROM AUTHOR]
Abstract (French): À une époque où le néolibéralisme et le néoconservatisme incitent les enseignants à se concentrer étroitement sur leurs propres contextes, nous nous demandons comment des échanges transnationaux peuvent offrir des perspectives importantes pour un enseignement orienté vers la justice sociale. Nous amorçons un dialogue entre le Canada, en tant que pays du Nord, et les pays nordiques sur la question de l’enseignement à partir d’une littérature « diversifiée ». Si une question centrale consiste à déterminer comment nommer cette littérature, une question plus fondamentale porte sur la manière d’aborder sa présence en classe de façon critique, particulièrement dans des contextes où les identités nationales se sont construites autour d’un exceptionnalisme nordique/du Nord. L’imagologie et la pédagogie de l’inconfort constituent des pistes prometteuses. [ABSTRACT FROM AUTHOR]
Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 192518000
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: QUI SOMMES-NOUS LORSQUE NOUS NE SOMMES PAS GOUVERNÉS PAR LES AUTRES ? ENGAGER LES ENSEIGNANTS DES CONTEXTES DU NORD ET NORDIQUES DANS L’ENSEIGNEMENT À PARTIR D’UNE LITTÉRATURE JEUNESSE DIVERSIFIÉE.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22STRONG-WILSON%2C+TERESA%22">STRONG-WILSON, TERESA</searchLink><relatesTo>1</relatesTo><i> teresa.strong-wilson@mcgill.ca</i><br /><searchLink fieldCode="AR" term="%22AL-MADHOUN%2C+DINA%22">AL-MADHOUN, DINA</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22McGill+Journal+of+Education%22">McGill Journal of Education</searchLink>. Winter2026, Vol. 60 Issue 1, p82-104. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Cross-cultural+communication%22">Cross-cultural communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Neoconservatism%22">Neoconservatism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Postcolonial+literature%22">Postcolonial literature</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: At a time when neoliberalism and neoconservatism would compel teachers to focus narrowly on their own contexts, we ask how crossnational conversations can break down boundaries and provide important insights for teaching to social justice. We initiate a conversation between Canada, as a Northern country, and the Nordic countries of Norway, Denmark, Sweden, Finland, and Iceland on the subject of teaching using "diverse" literature. While one main question revolves around deciding what to call the literature (multicultural? diverse? counter-story? migrant? post-colonial?), a more fundamental one centres on how to critically introduce and respond to its presence in the classroom, especially given national identities formed through Northern / Nordic exceptionalism. Imagology represents one promising direction, as does pedagogy of discomfort. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: À une époque où le néolibéralisme et le néoconservatisme incitent les enseignants à se concentrer étroitement sur leurs propres contextes, nous nous demandons comment des échanges transnationaux peuvent offrir des perspectives importantes pour un enseignement orienté vers la justice sociale. Nous amorçons un dialogue entre le Canada, en tant que pays du Nord, et les pays nordiques sur la question de l’enseignement à partir d’une littérature « diversifiée ». Si une question centrale consiste à déterminer comment nommer cette littérature, une question plus fondamentale porte sur la manière d’aborder sa présence en classe de façon critique, particulièrement dans des contextes où les identités nationales se sont construites autour d’un exceptionnalisme nordique/du Nord. L’imagologie et la pédagogie de l’inconfort constituent des pistes prometteuses. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192518000
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.26443/mje/rsem.v60i1.10363
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 82
    Subjects:
      – SubjectFull: Children's literature
        Type: general
      – SubjectFull: Critical pedagogy
        Type: general
      – SubjectFull: Cross-cultural communication
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Neoliberalism
        Type: general
      – SubjectFull: Neoconservatism
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Postcolonial literature
        Type: general
      – SubjectFull: Norway
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: STRONG-WILSON, TERESA
      – PersonEntity:
          Name:
            NameFull: AL-MADHOUN, DINA
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Winter2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00249033
          Numbering:
            – Type: volume
              Value: 60
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: McGill Journal of Education
              Type: main
ResultId 1