Teaching for Social Justice: A Teacher Researcher's Journey and Evolution

Abstract

Abstract This article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read‐alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2‐year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her “way of being.” As she studied and reflected on issues of oppression and equity, and considered her own classroom read‐alouds, she shifted her approach from centering social–emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self‐reflection points and steps are included to support educators in teaching for social justice.