WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE.
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| Title: | WHO ARE WE WHEN NOT RULED BY OTHERS? ENGAGING TEACHERS IN NORTHERN AND NORDIC CONTEXTS IN TEACHING USING DIVERSE CHILDREN’S LITERATURE. |
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| 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] |
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| Database: | Education Research Complete |
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