Social Justice Picturebooks in Culture Circles: Children’s Dialogue, Reflection, and Action

Abstract

This dissertation delves into the dynamic interaction between picturebooks, culture circles, and social justice discussions in a second-grade classroom. Rooted in Critical Pedagogy, Transactional Theory, and Indigenous Social Justice Pedagogy, this study investigates two pivotal aspects. Firstly, it explores the issues raised by students in response to social justice picturebooks, unraveling the depth of their engagement and critical thinking. Secondly, it examines the teacher’s agency within and after culture circles, shedding light on the facilitative role educators play in inclusive dialogue. Drawing on a rich literature review encompassing studies from primary to adult education, the research underlines the profound impact of literature and dialogue in educational settings. By integrating diverse theoretical frameworks, the study showcases how their theories can effectively strengthen the utilization of picturebooks within culture circles, offering a nuanced perspective on the intersection of education, social justice, and literary exploration.