Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom
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| Title: | Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom |
|---|---|
| Language: | English |
| Authors: | Victoria Damjanovic (ORCID |
| Source: | Journal of Early Childhood Literacy. 2026 26(2):657-689. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Education, Preschool Children, Preschool Teachers, Advocacy, Social Justice, Activism, Active Learning, Inquiry, Literacy, Educational Practices, College School Cooperation, Citizenship Education, Childrens Rights, Reading Material Selection, Family (Sociological Unit) |
| DOI: | 10.1177/14687984251388516 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children's literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children's work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher's journal. Visual analysis was used to investigate children's work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children's agentic literacy practices and how children's wonderings drove discussions and actions around social justice issues in a contextualized meaningful way. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504015 |
| Database: | ERIC |
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