Chapter 6: Teaching Toward Social Justice using text sets as Mirrors and Windows for Local, National, and Global Issues

Dr. Allison stood at the front of the classroom, expectant faces looking back at her. She felt a heavy weight of responsibility as she considered that most of these undergraduate students would be beginning their student teaching experience in an elementary classroom in just a few short months. In just a year after that, many would be responsible for their own class of elementary age students. She had just shared a pivotal piece of children’s literature—one that she believed had the potential for spurring discussion of important issues about globalization, diversity, and social justice. She asked for thoughts, comments, and ideas. She was met with silence. She probed further, and one student commented briefly and hesitantly. Class ended without fanfare. As Dr. Allison walked back to her office feeling discouraged, one student followed to ask a question about an upcoming assignment. As the conversation came to a close the student commented, “Everyone sure is quiet in class.” Dr. Allison, trying not to sound so glum acknowledged his observation as the student continued, “I would rather just listen than have to talk like that.”