Abstract
THERE IS LITTLE DOUBT that throughout the preschool years children are not only becoming more aware of themselves and their surroundings but they are also developing their moral frameworks by absorbing the attitudes and values of their family, culture and society. Undeniably the preschool years are crucial in shaping cultural and racial understandings and are critical in forming attitudes towards difference and diversity. Consequently, for a future characterised by justice, peace and understanding it is imperative that early childhood educators take responsibility in guiding children towards a positive attitude regarding difference and diversity, and upholding equity, justice and human dignity. However, teachers may struggle to find suitable pedagogical strategies that work to support and promote teaching for social justice and inclusion. This article highlights a doctoral study conducted in Australia that built upon successes in the US and UK that incorporated the use of children's literature in prior-to-school settings. This article will outline the strategies that were successfully implemented by teachers involved in this collaborative study using children's literature to promote and support teaching for social justice and inclusion. It is anticipated that teaching for social justice in the early years will form a foundation that will guide learners towards a lifelong concern for the valuing of difference, diversity, human dignity and justice.
Highlights
The title of this paper borrows from Australian icon, Slim Dusty’s (2000) hauntingly reflective recording: Looking Forward, Looking Back; and this theme pervades the paper
The research project outlined in this paper is underpinned by the concern that young children often begin their lifelong learning journeys with negative perceptions of difference and diversity; and that these perceptions negatively impact on conceptions of social justice
It is imperative that research initiatives explore pedagogical strategies that assist early childhood educators to implement a curriculum that teaches for social justice and will guide young children to value difference, diversity and human dignity for the sake of a productive, inclusive and respectful multicultural society. To this end this study examined storytime sessions in two Australian preschool settings over a six month period involving three to five year olds to investigate ‘how children’s literature may be used to heighten and encourage young children’s awareness of, and sensitivities to social justice issues.’
Summary
The title of this paper borrows from Australian icon, Slim Dusty’s (2000) hauntingly reflective recording: Looking Forward, Looking Back; and this theme pervades the paper. It is believed that this is what lifelong learning is all about: living purposefully in the present while looking forward to the future yet not losing sight of the successes and failures of the past. 130) contends “the lifelong learner lives in the future” as an unfinished cosmopolitan (Popkewitz, 2004; 2006) in an information and learning society (Lawn, 2003). The future is built on what one learns from the past. This unfinished cosmopolitan problem-solves and works collaboratively in communities (Popkewitz & Gustafson, 2002). The research project outlined in this paper is underpinned by the concern that young children often begin their lifelong learning journeys with negative perceptions of difference and diversity; and that these perceptions negatively impact on conceptions of social justice
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