Anne Burke

Chiara is an eighteen-year-old Italian woman who moves alone to South Africa in 1970, catapulted by love and circumstances into a foreign land five thousand miles away from home. In her brief initial stay in South Africa, she experiences a turmoil of emotional events, the inebriating happiness for having rejoined her boyfriend, now husband, the elation of true friendship, but also homesickness, hate, abuse, and finally mourning. All embedded in her own unforeseen yet hastened call for growth and maturity.

Under the Bent Tree

Teresa Strong-Wilson

Geraldine Balzer

This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students’ understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global. This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs,educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.

Encountering Pedagogies of Discomfort in Practice

Teaching Social Justice Using Postcolonial Texts

Angela Ward

Ingrid Johnston

How can Canadian educators begin to instill cultural sensitivity and social awareness in elementary and secondary school students? This vital text attempts to answer that question by bringing together literacy scholars and practicing teachers in a unique cross-Canadian exploration of children’s literature and social justice. Through reflection on the experience of teaching with various Canadian texts including picture books, novels, and graphic novels, the contributors behind Challenging Stories create a “pedagogy of discomfort” that will encourage both educators and their students to develop critical literacy skills. The compelling contributions to this collection highlight the complexities of teaching with texts that address issues of discrimination, historical marginalization, colonialism, racial and gender intolerance, sexual orientation, language, and cultural diversity. The authors offer first-hand insight into the possibilities and challenges of implementing curricular and pedagogical changes to promote equity and social justice in the classroom. Featuring the stories of participating teachers and an annotated bibliography of children’s literature, this invaluable resource will prove to be essential reading for current and future educators.

Canadian Literature for Social Justice in the Classroom

Challenging Stories

Jackie Marsh

As children's digital lives become more relevant to schools and educators, the question of play and learning is being revisited in new and interesting ways. This book provides an account of children's play engagements in virtual worlds through a number of scholarly perspectives, exploring key concerns and issues which have come to the forefront.

Anne Burke

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