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Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education

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Bibliographic Details
Title: Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education
Language: English
Authors: Brittany Adams (ORCID 0000-0001-6198-1840), Nance S. Wilson, Katherine A. Patterson
Source: Early Childhood Education Journal. 2025 53(7):2465-2475.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Picture Books, Nonfiction, Social Justice, Social Change, Change Agents, Social Action, Awards, Censorship
DOI: 10.1007/s10643-024-01755-0
ISSN: 1082-3301
1573-1707
Abstract: This study explores award-winning nonfiction picture books from the last ten years (2013-2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483115
Database: ERIC
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Abstract:This study explores award-winning nonfiction picture books from the last ten years (2013-2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-024-01755-0