Socially just elementary schools, classrooms, and social studies practices and strategies

Elaine L. Wilmore, Rosemary Papa

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Social Justice Instruction and Teaching Practices in the Elementary Setting covers the historical perspective of social justice in schools, in general, followed by in elementary schools, and classrooms. It provides specific teaching practices and strategies, as well as traditional and multimedia resources, which can be utilized immediately in classrooms embedded in all subject content through compassion, tolerance, and empathy; this chapter primarily focuses on these three skills with specifics offered the social studies curriculum. An important distinction is drawn between young children learning social justice from social injustice. While grounded in theory, it is primarily a practitioner paper with application which can be of benefit in elementary classrooms immediately.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction
Subtitle of host publicationEmpowerment on the Chalkboard
PublisherSpringer International Publishing
Pages199-212
Number of pages14
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016

Keywords

  • Discrimination
  • Elementary curriculum
  • Genderism classism
  • Social injustice
  • Social justice
  • Social studies pedagogy and instructional practices
  • The “isms” racism

ASJC Scopus subject areas

  • Social Sciences(all)

Fingerprint Dive into the research topics of 'Socially just elementary schools, classrooms, and social studies practices and strategies'. Together they form a unique fingerprint.

  • Cite this

    Wilmore, E. L., & Papa, R. (2016). Socially just elementary schools, classrooms, and social studies practices and strategies. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 199-212). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_18