Stories of social justice from the kindergarten classroom

Ellen McAllister-Flack; Gretchen F McAllister

doi:10.1007/978-3-319-12349-3_13

Stories of social justice from the kindergarten classroom

Ellen McAllister-Flack, Gretchen F McAllister

Teaching and Learning

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

The authors explore three practices that foster a more socially just perspective in a kindergarten classroom. These include the role of one’s philosophy undergirding a social justice way of life; the creation and maintenance of a just and caring classroom community, and the connection of curriculum, pedagogy, and classroom community to local culture. These practices counter the deficit perspective of both the young children and their communities. These topics will be explored through the stories of a veteran Kindergarten teacher who has taught in various diverse communities. The end of the chapter will generalize from the stories to a list of suggested practices.

Original language	English (US)
Title of host publication	Social Justice Instruction
Subtitle of host publication	Empowerment on the Chalkboard
Publisher	Springer International Publishing
Pages	139-146
Number of pages	8
ISBN (Electronic)	9783319123493
ISBN (Print)	9783319123486
DOIs	https://doi.org/10.1007/978-3-319-12349-3_13
State	Published - Jan 1 2016

Keywords

Culturally relevant teaching
Culturally responsive teaching
Early childhood settings
Multicultural education
School to pipeline
Social justice early childhood
Teaching indigenous children

ASJC Scopus subject areas

General Social Sciences

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10.1007/978-3-319-12349-3_13

Cite this

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Stories of social justice from the kindergarten classroom

Abstract

Keywords

ASJC Scopus subject areas

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