A pedagogy of discomfort: A review of challenging stories: Canadian literature for social justice in the classroom
Keywords:
review, pedagogy of discomfort, social justice, literacyReferences
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/
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
