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Bibliographic Record Display

• Title:Social justice talk : strategies for teaching critical awareness / Chris Hass.
  
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• Author/Creator:Hass, Chris (Teacher), author.
  
• Published/Created:Portsmouth, NH : Heinemann, [2020]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LC192.2 .H37 2020
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Social justice--Study and teaching (Elementary)
  Social skills--Study and teaching (Elementary)
  
• Description:xix, 164 pages : color illustrations ; 26 cm
  
• Summary:"The author shows how K-5 teachers can introduce the importance, discuss, and explore social justice practices for younger students"-- Provided by publisher.
  
• Notes:Includes bibliographical references (pages 159-163).
  
• ISBN:9780325112756 (paperback)
  0325112754
  
• Contents:Machine generated contents note: Clip: The Value in Teacher Restraint
  Clip: Conversations for Mutual Respect
  1. Identity: Knowing Ourselves
  Where Do You Fall in Historically Excluded and Included Groups?
  Social Identity as a Threat to Discussions of Injustice
  Who Is Given Voice to Speak to These Matters? Who Is Not?
  Which Perspectives Are Included? Which Are Left Out?
  Who Gets to Decide What This All Means? Who Does Not?
  Trap of the Good/Bad Binary
  No Teacher Is Immune
  Navigating Complex Discussions Despite Our Cultural Blinders
  Take Stock of Your Own Social Identities
  Engage in Discussions with a Diversity of Peers
  Access Texts That Expand Your Cultural Competence
  Engage in Reflective Thought
  Watch
  Clip: Teacher Identity
  Clip: The Purpose and Goals of Social Justice Teaching
  2. Classrooms That Center Social Critique
  Qualities of Student-Centered Social Justice Conversations
  Integrated, Not Compartmentalized Social Justice Instruction
  Correlating Social Justice Goals with Learning Outcomes
  Correlation of Social Justice Goals with Skills and Strategies
  Student-Centered Instruction in Action
  Framework for Evaluating Beliefs
  Authority: "I was told by someone I trust."
  Priori: "It just sounds right to me."
  Tenacity: "This fits with what I've always believed."
  Inquiry: "I need to work hard to make sure this is true."
  Setting Our Expectations
  Watch
  Clip: Connecting History to Contemporary Media
  Clip: "Why Haven't They Fixed It Yet?"
  3. Identity: Knowing Our Students
  Inquiring into Our Students' Social Identities
  Building and Maintaining Positive Social Identities
  Selecting Literature That Reflects the Social Identities of Our Students
  Celebrating the Contributions of All
  Inviting Family Members into the Class to Share
  Using Curriculum to Draw Out Personal Stories
  Inquiring into Our Students' Funds of Knowledge
  Developing Intentional Practices to Better Know Our Kids
  Inquiring into the Histories of Our Names
  Intake Conferences
  Intake Conference Questions
  Family Book Recommendations
  Watch
  Clip: Deep Community Building with Students and Families
  Clip: Sharing Our Cultural Knowledge
  4. How Children Navigate Diverse Perspectives
  Framework for Analyzing Students' Responses to Oppression
  Students Accepting Injustice
  Frames Used for Social Justice Discussions
  Relationships of Power
  Socioeconomic power
  Racial power
  Analysis
  Maintenance of the Status Quo
  Analysis
  Effect of Learned Stereotypes
  Analysis
  Students Denying Injustice
  World Is a Fair Place
  It's Exaggerated or Untrue
  Analysis
  Watch
  Clip: Expectations for Our Children Over Time
  Clip: Challenges in Homogenous Classrooms
  5. Using Issue-Based Literature
  Goal 1 Using Issue-Based Texts to Build Understanding and Empathy
  Issues That Can Be Explored Through Children's Literature
  How to Include Empathy and Understanding in Our Reading Curriculum
  Correlation Between Reading Standards and Social Justice Work
  Goal 2 Using Issue-Based Texts to Help Students Gain Historical Context
  Books That Provide Historical Context
  How to Integrate Historical Context into Our Curriculum
  Process for Implementing Social Justice into Social Studies Curriculum
  Final Word of Caution About Incorporating Issue-Based Texts
  Watch
  Clip: Why Issue-Based Literature Works
  Clip: "Reading" a Commercial and the Media's Response
  6. Placing Social Justice at the Core of Our Morning Meeting
  Repurposing Our Morning Meeting to Meet the Needs of Social Justice
  Establishing Classroom Journals
  (Re)discovering a sense of wonder
  Modeling how to question the world
  Generating questions alongside our students
  Helping students take notice of the questions they're already wondering about
  Inviting families and caregivers to help generate questions
  Starting Social Critique with Gender
  Elevating the Quality of Discussions
  Positioning Students as Primary Meaning Makers
  Gradual Release of Responsibility in Classroom Discussions
  Teaching Moves for Morning Meeting
  Supporting Students to Listen Closely
  Scaffolding Students to Build onto the Ideas of Others
  Resist the urge to dominate the discussion
  Offer stems that promote connections to others' thinking
  Selectively call on those who want to make connections
  Learning to Value the Role of Disagreement in Exploratory Discussions
  Watch
  Clip: Using Metaphor and Restatement with Kindergartners
  Clip: A Science Journal Entry Leads to Discussion of Ways of Knowing
  Clip: Examples of Short Classroom Journal Shares
  Clip: Morning Meeting Discussion Strategies
  7. Supporting Students to Speak Up
  Perceived Lack of Knowledge: "I don't have a thought to that question."
  Provide Our Students the Background Knowledge They Require
  Prompt Our Students to Share What They're Thinking or Wondering About
  Fear of Upsetting Others: "I was afraid I might say the wrong thing."
  Help Our Students See Growth and Understanding as One of Our Primary Goals
  Model How One Might Respond to Something They Find Offensive
  How to Gently Fold Kids Back In After They've Miscued
  Discomfort with Hearing Hard Truths: "It's kind of scary."
  Allow Our Students Space to Decompress and Breathe
  Carefully Determine What Is Appropriate and What Is Not
  Lack of Trust in the Teacher: "I don't want to go there with her."
  Watch
  Clip: Second Graders Ethan and Kiersten Explain Classroom Journals
  Clip: The Slow Process of Learning How to Listen to Each Other
  Clip: Valuing Engagement Over Closure
  8. When Talk Leads to Action
  Framework for Supporting Student Action
  Actions That Get at the Root Cause(s) of Social Injustice
  Inquiries That Led to Action: A Collection for Inspiration
  Watch
  Clip: Students Talk on Local News
  Clip: Children Find Their Voices and Solutions
  Clip: Respect as Activism.