Stories of social justice from the kindergarten classroom

Ellen McAllister-Flack, Gretchen F McAllister

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationSocial Justice Instruction
Subtitle of host publicationEmpowerment on the Chalkboard
PublisherSpringer International Publishing
Pages139-146
Number of pages8
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016

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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

  • Social Sciences(all)

Cite this

McAllister-Flack, E., & McAllister, G. F. (2016). Stories of social justice from the kindergarten classroom. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 139-146). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3_13