Brittany Adams, Nance S. Wilson, Katherine A. Patterson
{"title":"变革的催化剂:通过幼儿教育中的非虚构图画书探索促进社会正义的集体行动","authors":"Brittany Adams, Nance S. Wilson, Katherine A. Patterson","doi":"10.1007/s10643-024-01755-0","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"6 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education\",\"authors\":\"Brittany Adams, Nance S. Wilson, Katherine A. Patterson\",\"doi\":\"10.1007/s10643-024-01755-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-09-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01755-0\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01755-0","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本研究探讨了过去十年(2013-2023 年)中以集体行动促进幼儿教育社会正义为主题的获奖非虚构图画书。通过对 Orbis Pictus 和西伯特图书奖章获奖作品的批判性内容分析,我们重点介绍了四本展示集体行动历史典范的图书。这些书籍挑战了社会规范,引发了关于公平和公正的讨论。利用 "认识、询问、行动"(ReAD)框架,我们提出了教学策略,以帮助教育工作者解决不公平问题,促进集体行动。在审查制度令人担忧的情况下,我们让教育工作者有能力将培养社会公正心态的优质文学作品融入其中。通过强调促进集体行动和社会变革的文本,本研究为幼儿教育中的公平性和包容性讨论做出了贡献,为建立一个更加公正的社会奠定了基础。
Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education
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.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field