Teaching Social

Justice
Level 4 Inquiry Presentation
Sydney Dowling
 School and Class Background

White Students 26.5%

33.6% AAPI Students

Native American Students 7.1%

Multi Racial Students 1.2%

13.4% Black Students

Latine Students 18.3%

3rd Grade
E-Learning
Class Size: 17 students
 Wondering
How do I address aspects of social justice within an e-
learning setting?
 Focus Students
BG
BG is a Black, all “A”s, shy
student. She shares her fun
personality through Zoom
backgrounds!
Kaitlyn
Kaitlyn is a shy student with an
Indian background. She just
moved to the gifted program as
she is incredibly thoughtful and
smart!
Evan Heather
Evan’s family moved from Heather is a speech student
India this past year. He has whose family speaks Tamil at
made major growth within his home. She is very confident and
ESOL program! loves to share!
Sebastian Secily
Sebastian comes from a Secily is an outgoing student who
Cuban family. He is in the is also within the ESOL program.
ESE program and loves to Her family speaks Urdu at home
share about his heritage and and she loves to share about this
love for soccer! in class!
 Data
Collectio
n
 Method #1: Social Justice Vocabulary
Groux (2020) states that social justice education demands the
development of cultural and intercultural knowledge and
familiarity. Therefore, the words they were asked to define
included culture, activism, segregation, immigration, and
racism.

• Student Surveys
• Building Background
• Relating to Literature
Groux D. (2020) Education and Development: School and Its Role in Lifelong
Learning. In: Papa R. (eds) Handbook on Promoting Social Justice in
Education. Springer, Cham.
 Method #2: Socially Just Literature & Golden Quotes

Yokota and Kolar (2008) state that teaching • We Came to America

• Separate is Never Equal
through multicultural and international literature
• Freedom Summer
in the classroom can bridge cultural gaps. From
our readings, students collected one “golden • Counting on Katherine
quote” or a line that stood out to them from the • Let the Children March
story and recorded it in their notebooks in a • Malala’s Magic Pencil
golden quote data chart. • Say Something

Yokota, J., & Kolar, J. (2008). Advocating for Peace and

Social Justice through Children's Literature. Retrieved
September 26, 2020.
Method #2 Literature
 Method #3: Building Background In Class Discussions

Students began each week with a discussion regarding

the relevant topics being taught throughout each week’s
reading. And ended each week discussing our our
reading related to the building background lesson.

“Students are encouraged to use writing to express their

own values and beliefs, [as] these activities provide an
opportunity for teachers and students to discuss prejudice
and social justice” (Fox, 2010, p.251).

Fox, K. R. (2010, August 07). Using Author Studies in Children's

Literature to Explore Social Justice Issues. Retrieved
September 26, 2020.
Findings
 Connections Between Background and
Literature
1. Anecdotal 2. Golden
Notes Quotes
“Say Something:
As examples of people who were
activists, students sent
messages in the chat about
Jackie Robinson, Maya
Angelou, MLK Jr., Rosa
Parks, Malala, Louis
Armstrong, Katherine
Johnson… This proves that
students are able to pull
examples from our readings
and discussions, as well as
others from their prior
experiences.”
3. Student
Interviews
Q: Do you feel as though you
have learned from our class
discussions and readings
about topics of immigration,
culture, racism, and
segregation/ desegregation?
A: “Yes. I learned about
segregation of the Mexican
schools in Separate is Never
Equal. They drained the pool
in Freedom Summer because
of racism.”
Ability to Define Terms Related to Social Justice

1. Survey Data

2. Student
Definitions

Culture: “people’s traditions and

different things they do”
Activism: “people who stand up and
fight for rights”
Segregation: “separating people
based on how they look”
Immigration: “people who move from
one place to another”
Racism: “judging people based on
their skin”
Ability to Define Terms Related to Social Justice
Continued…
3. Student
Projects
Ability to Be an Activist
1. Anecdotal
Notes

“Let the Children March:

Students were able to share how they did
not consider that children could be
activists in this way like adults could.
Students shared that the kids fought for
what was right and were activists for
change.”
Ability to Be an Activist Continued…
2. Speech
Bubble
Ability to Be an Activist Continued…
3. Student
Projects
 Takeaways
Students are able to reflect on
literature about social justice!

Students are able to use their

Students are able to draw
voices to make a positive
inspiration from other activists!
change!
 New Wonderings
#1 #2
How do I spark social
justice education within a How do I ensure students
school setting? from all backgrounds feel
represented in the literature
included within our school
and district libraries?
#3
How could I push this inquiry
process one step further and
include ways for students to
be activists in their
communities?
 References
● Dover, A. G. (2013, February 07). Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices. Retrieved
September 26, 2020.

● Fox, K. R. (2010, August 07). Using Author Studies in Children's Literature to Explore Social Justice Issues. Retrieved September 26,
2020.

● Groux D. (2020) Education and Development: School and Its Role in Lifelong Learning. In: Papa R. (eds) Handbook on Promoting
Social Justice in Education. Springer, Cham. 

● Lee, H. (2017). Changing the World through the Word: Developing Critical Consciousness 

● Through Multicultural Children’s Literature with Critical Literacy in an Elementary Classroom.

● North Carolina State Dept. of Public Instruction, R. (2004). Kids in Action: A Guide for 

● Involving Elementary Students in Civic Participation. K-5 Social Studies. Fall 2004. North Carolina Department of Public Instruction.

● Yokota, J., & Kolar, J. (2008). Advocating for Peace and Social Justice through Children's 

● Literature. Retrieved September 26, 2020.

Thank you!
Any questions?