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Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. Janis M. Harmon. University of Texas at San Antonio. San Antonio, Texas, United Statesjanis. Roxanne Henkin. University of Texas at San Antonio.

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San Antonio, Texas, United Statesroxanne. Abstract. This study examined teachers’ knowledge about social justice and their perspectives and understandings about the use of young adult books to teach social justice. The participants were 1.

The course provided learning experiences about social justice, including the use of young adult books. These learning experiences were designed to deepen students’ understanding of how to address social justice issues with students in the elementary, middle and high school classrooms. Using qualitative measures, the researchers found changes in participants’ understanding of social justice and the use of young adult books as a powerful resource for teaching social justice. All four discussion groups noted a change in their thinking with the themes of awareness and acceptance evident in their responses. Watch Badmaa$H Company Online Mic.

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Native American culture and reservation life in regard to cultural assimilation and disparities that continue today. However, the experiences of the participants in reading the three books also deepened their understanding that some books address social justice issues in very strong and powerful ways—ways that may result in constraints that need to be acknowledged regarding appropriate classroom use. Watch Faces In The Crowd Online Etonline.

The participants in our study reported that they acquired a more detailed and more in- depth knowledge base about social justice. This was especially evident in their growing awareness of social justice, in perhaps their personal acceptance of the issues, and in their comments about taking action that might lead to change in existing problems surrounding social justice. Keywords: Social Justice, Young Adult Books, Teacher Education, Bullying, LGBTToday’s news headlines continue to show that many people are the victims of unfair and unequal treatment by others. We read about instances of teenagers who are bullied and even killed, women who are abused, police violence, and young people embroiled in gang violence. In the midst of these challenges, we, two literacy educator/researchers, wondered how we could address such social justice issues as teacher educators in our college classrooms in ways that would encourage these teachers to address social justice with their own students. Turning to the rich resources found in young adult books, we investigated teachers’ knowledge about social justice and their perspectives and understandings about the use of young adult books to teach social justice.

We first present how we framed our study within the context of what we know about the meaning of social justice as well as within the context of existing scholarly works about the use of young adult books for teaching social justice. We then describe our efforts and findings in addressing the following research questions: What are teachers’ understandings about social justice? What are teachers’ beliefs and perceptions about the use of young adult books as a tool for social justice instruction? Understandings about Social Justice. The term social justice appears frequently in a variety of educational contexts. For example, in many instances teacher education programs include social justice in their mission and vision statements to emphasize a fundamental belief in the interest and well- being of all in a diverse society (Hytten & Bettez, 2. Many of these programs are built upon specific principles and ideas associated with social justice, such as inclusion, equity, promotion of critical thinking, and social change (Bettez, 2.

Hackman, 2. 00. 5; Michelli & Keiser, 2. Hytten & Bettez, 2.

Hytten and Bettez (2. While the term is ubiquitous on this broad level, it also a term frequently used by scholars in the field as well as practitioners. Yet, it is difficult to pinpoint a precise definition of social justice since it may mean different things to different people. An informal poll of several undergraduate students seeking teaching certification revealed these differences.

When asked what social justice meant to them, some replied with general responses about treating all people fairly regardless of race, religion, or socioeconomic status and upholding equality for all while providing for the needs of everyone. Others talked about social justice as a progressive theory socially constructed to provide equality in the field of education. More specifically, some felt that social justice refers to the treatment of minority groups to prevent discrimination and to ensure that their voices are heard. Still others viewed social justice as a matter of perspective.

In particular, a currently popular idea of what is morally just and equitable focuses on societal issues of race, culture, and personal beliefs. The fundamental idea underlying these informal responses about the meaning of social justice, as well as the use of the term in broader educational contexts, is respect for all regardless of individual differences—a respect that leads to fair and equitable treatment. Watch The Wildest Dream Online Hulu. Our knowledge and awareness of social justice encompasses these ideas in that it is a perspective that values equity, equality, and fairness and seeks to understand the complicated issues that lead to social inequality and discrimination.  Social justice education focuses on ways that students can make real change in the world. Social justice is such a broad term that is also closely related to social responsibility and stewardship (Wolk, 2. Wolk (2. 00. 9) views social responsibility as encompassing a wide spectrum of themes, including caring and empathy for others, existence of social problems, government issues, power and propaganda, historical consciousness, nonviolence, and even environmental literacy. While all of these social responsibility topics warrant careful and close attention, the existence of social problems, or rather social injustices, such as bullying, abuse, and gang- related problems continues to be prevalent in many of our schools today.

From an educational standpoint, teachers can be instrumental in effecting change by helping students understand social justice. Young adult books can serve as a potentially effective vehicle for this instruction. Young Adult Books and Social Justice.

Young adult books hold appeal to adolescent readers because they address the issues, topics, and concerns that are relevant to these readers. As young adults are developing their sense of self- identity, which is a major factor during their transition to adulthood, young adult books allow the readers to safely explore various life situations vicariously. These situations resonate with the readers and enable them to consider the potential consequences for particular decisions made by characters in the book. Young adult books as a whole cover a variety of themes and issues dealing with realities of life, ranging from family relationships to gangs and violence (Bond, 2. Young adult books also address particular issues of social justice, including the reaction of characters who bully others who are different. In these books the characters are different in many aspects, including race, sexual orientation, socioeconomic status, religious affiliation, or culture (Harmon & Henkin, 2.

Many of these books speak to adolescents in direct, open, and sometimes starkly realistic ways. This study is situated within the context of existing scholarly works that have addressed the use of young adult books as a tool for teaching about social justice. In the words of Glasgow (2.