Nurturing Classroom Criticality through Justice-Oriented Picture books
Well-analysed examples of students and teachers responding to picturebooks with diverse representation are more important than ever. Research exemplars of “how” to critically share picturebooks in the classroom are also needed as the field of children’s literature experiences a justice-oriented turn over the last decade. This special issue builds upon and extends the existing literature on classroom picturebook pedagogy, highlighting the affordances and tensions of exploring justice-oriented picturebooks featuring diverse representation in PK-12 classroom settings.
It also contends with the tensions and challenges of engaging with these books in a contested sociopolitical climate and sheds light on the possibilities and potential of critical literature encounters in classroom spaces. The analyses featured will offer important theoretical and pedagogical foundations for critical picturebook curators (e.g., teachers, librarians, teacher educators) researching and teaching with the print and visual narratives within justice-oriented picturebooks that feature diverse racial, linguistic, ethnic, ability, and broader cultural representations.
List of topic areas
- Children’s literature response
- Literacy
- Diversity
- Multimodality
- Picturebooks
- Classroom literature discussion
Submissions Information
Submissions are made using ScholarOne Manuscripts. Registration and access are available here.
Author guidelines must be strictly followed.
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”.
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.
Key deadlines
Opening date for manuscripts submissions: 1st February, 2025
Closing date for manuscripts submission: 1st May, 2025
For more details refer here
