000			05812cam a2200601 i 4500
999			_c2570 _d2570
001			8931035
003			OSt
005			20190823172822.0
008			171109t20172017onca b 001 0 eng
010			_a 2017434606
020			_a9781551309736 (pbk) _q(softcover)
020			_a1551309734 (pbk)
024			_a99974515758
035			_a(OCoLC)ocn982389646
035			_a(CaBVaU)8931035
035			_a(OCoLC)982389646
040			_aNLC _beng _erda _cDLC _dOCLCF _dYDX _dCDX _dLTSCA _dUAB _dCOO _dNLC _dUtOrBLW
042			_alccopycat
043			_an-cn---
050	0	0	_aLC191.8.C2 _bC43 2017
055		0	_aLC191.8.C2 _bC43 2017
082	0	4	_a370.11/5 _223
245	0	0	_aChallenging Stories : _bCanadian Literature for Social Justice in the Classroom / _cedited by Anne Burke, Ingrid Johnston, and Angela Ward.
260			_aToronto ; _aVancouver : _bCanadian Scholars, _c2017.
300			_ax, 214 p. : _bill. ; _c25 cm
504			_aIncludes bibliographical references (pages 147-202) and index.
505			_a"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.
505			_aThe 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." (Book Cover)
505			_aCONTENTS
505			_aForeword / _rDr. Joyce Bainbridge
505			_aIntroduction
505			_aSECTION ONE Unsettling Our Sense of Place through Reading Canadian Literature _tChapter 1 Aren't We All the Same? The Challenges of Choosing Multicultural Literature in Historically Monocultural Communities / _rGeraldine Balzer _tChapter 2 "I Wouldn't Stand Too Close to This Story If I Were You...": Vancouver Island Teachers Explore Social Justice Issues / _rAngela Ward, with Allison Balabuch, Lauren Frodsham, Dale Jarvis, Tanya Larkin, Carol Nahachewsky, Katherine O'Connor, Devon Stokes-Bennett, and Allison Preece
505			_aSECTION TWO Encounters between Readers and Challenging Texts _tChapter 3 Multimodal Perspectives on Teaching Canadian Literature for Social Justice / _rIngrid Johnston, Karen Jacobsen, and Bill Howe _tChapter 4 Challenges for Teachers and Schools: Creating Spaces for LGBTQ Literature in Schools / _rAnne Burke and Aedon Young _tChapter 5 The Limits of "Understanding": Teaching Residential School Stories in the Classroom / _rAmarou Yoder and Teresa Strong-Wilson
505			_aSECTION THREE Opening Minds: Pedagogies for Social Justice _tChapter 6 A Plurality of Voices for Social Justice: Implementing Culturally Responsive Pedagogies in a Grade 6 Classroom / _rAnne Burke, Theresa Powell, Shawnee Hardware, and Laura Butland _tChapter 7 Opening Doors, Opening Minds: The Role of the Inquiry Group in Teaching for Social Justice / _rLynne Wiltse and Shelby LaFramboise-Helgeson
505			_aAfterword / _rIngrid Johnston
505			_aBibliography of Children's Literature
505			_aAuthor Biographies
505			_aIndex
520			_a"This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian social justice literature and developed curriculum around this literature. The authors also explore the complexities teachers face in addressing controversial and sensitive topics with their students. The chapters, many co-authored by participating teachers, offer insight into the potential and the challenges of making these curricular and pedagogical changes in the classroom to promote equity, empathy, and social awareness in students. The chosen texts address a variety of issues related to social justice, including discrimination, historical marginalization, racial and gender intolerance, sexual orientation, and language and cultural issues. Although the study focused on teaching Canadian texts, the stories address possibilities for developing culturally sensitive curricula and empowering pedagogies."-- _cProvided by publisher.
530			_aIssued also in electronic formats.
650		0	_aSocial justice _xStudy and teaching _zCanada.
650		0	_aCanadian literature _xStudy and teaching.
650		0	_aSocial justice in literature _xStudy and teaching _zCanada.
650		0	_aCritical pedagogy _zCanada.
650		0	_aEducation _xSocial aspects _zCanada.
650		0	_aTeaching _xSocial aspects _zCanada.
700	1		_aBurke, Anne M. _q(Anne Michelle), _d1966-
700	1		_aJohnston, Ingrid, _d1946-
700	1		_aWard, Angela, _d1944-
776	1		_tChallenging stories. _w(CaOONL)20179020943
856			_uhttps://www.canadianscholars.ca/books/challenging-stories _zPublisher's Website.
942			_2z _cBK