Using Picture Books to Enhance Meaningful, Inclusive, and Socially Just Relationships
Saved in:
| Title: | Using Picture Books to Enhance Meaningful, Inclusive, and Socially Just Relationships |
|---|---|
| Language: | English |
| Authors: | Carolyn Clarke, Evan Throop Robinson, Ellen Carter, Jo Anne Broders |
| Source: | LEARNing Landscapes. 2025 29:43-62. |
| Availability: | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Picture Books, Social Justice, Secondary School Teachers, Secondary School Students, Discussion (Teaching Technique), Social Problems, Inclusion, Consciousness Raising, Foreign Countries, Diversity, Language Arts, Reading, Writing (Composition), Illustrations, Student Attitudes, Program Effectiveness |
| Geographic Terms: | Canada |
| ISSN: | 1913-5688 |
| Abstract: | This article explores spaces for transformation for teachers and learners using picture books, encouraging them to share their stories and have their voices heard through multiple forms of representation. We describe one teacher's journey with her secondary school students. Classroom data show how reading and creating picture books provoke holistic and comprehensive discussions about topics of societal and personal importance such as equity and inclusion. Benefits for students to create and share their stories include (a) participating in meaningful, inclusive, and socially just discussions that promote interconnectedness and diversity; and (b) becoming positive role models through interactions and relationships with younger students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478797 |
| Database: | ERIC |
| Abstract: | This article explores spaces for transformation for teachers and learners using picture books, encouraging them to share their stories and have their voices heard through multiple forms of representation. We describe one teacher's journey with her secondary school students. Classroom data show how reading and creating picture books provoke holistic and comprehensive discussions about topics of societal and personal importance such as equity and inclusion. Benefits for students to create and share their stories include (a) participating in meaningful, inclusive, and socially just discussions that promote interconnectedness and diversity; and (b) becoming positive role models through interactions and relationships with younger students. |
|---|---|
| ISSN: | 1913-5688 |
