A pedagogy of discomfort: A review of challenging stories: Canadian literature for social justice in the classroom

Authors

  • Pamela Malins Western University
  • Bronwyn Johns Western University

Keywords:

review, pedagogy of discomfort, social justice, literacy

References

Apple, M. W. (2004). Ideology and curriculum (3rd ed.) New York, NY: RoutledgeFalmer.

Bainbridge, J. & Heydon, R. (2013). Constructing meaning: Teaching the language arts K-8 (5th ed.). Toronto, ON: Nelson Education Ltd.

Bracher, M. (2006). Teaching for social justice: Reeducating the emotions through literary study. Journal of Advanced Composition, 26(3/ 4), 463-512.

Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: State University of New York Press.

Burke, A., & Young, A. (2017). Challenges for teachers and schools: Creating spaces for LGBTQ literature in schools. In A. Burke, I. Johnston, & A. Ward (Eds.), Challenging stories: Canadian literature for social justice in the classroom. Toronto, ON: Canadian Scholars.

Burke, A., Johnston, I., & Ward, A. (Eds.). (2017). Challenging stories: Canadian literature for social justice in the classroom. Toronto, ON: Canadian Scholars.

Cadiero-Kaplan, K. (2002). Literacy ideologies: Critically engaging the language arts curriculum. Language Arts, 79(5), 372-381.

Glazier, J.A. (2007). Tinkering towards socially just teaching: Moving from critical theory to practice. Changing English, 14(3), 375-382.

Johnston, I., Bainbridge, J., Mangat, J., & Skogen, R. (2006). National identity and the ideology of Canadian multicultural picture books: Pre-service teachers encountering representations of difference. Canadian Children’s Literature, 32(2), 79-96.

Jordan-Fenton, C., & Pokiak-Fenton, M. (2010). Fatty legs. Toronto, ON: Annick Press.

Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive pedagogy. New York, NY: Routledge Falmer.

Law, J. (1992). Notes on the theory of the Actor-Network: Ordering, strategy, and heterogeneity. Systems Practice, 5(4), 379-393.

Leland, C., & Harste, J. (1999). Is this appropriate for children? Books that bring realistic social issues into the classroom. Practically Primary, 4(3), 4-6.

Lester, D. (2011). The listener. Winnipeg, MB: Arbeiter Ring Publishing.

Mouawad, W. (2009). Scorched. (L. Gaboriau, Trans.) Toronto, ON: Playwrights Canada Press.

Philpott, R., & Dagenais, D. (2013). Grappling with social justice: Exploring new teachers’ practice and experiences. Education, Citizenship and Social Justice, 7(1), 85-99.

Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report. Winnipeg, MB: Truth and Reconciliation Commission of Canada.

Walker, S. R. (2014). Artmaking and the sinthome. SYNNYT/ ORIGINS: Finnish Studies in Art Education, 2. Retrieved from https://wiki.aalto.fi/download/attachments/97623342/1.Walker%20Synnyt.pdf?version=1&modificationDate=1412238507891&api=v2/

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Published

2018-08-30