DIFFERENCE IN THE WORLD: FOSTERING SOCIAL JUSTICE THROUGH ART-BASED SOCIAL JUSTICE EDUCATION AND MULTICULTURAL CHILDREN' S LITERATURE by Leah Wilson A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah November 20, 2019 Approved Vincent C. Bates, Ph.D. DeeDee Mower, Ph.D. SOCIAL JUSTICE 2 Acknowledgements I want to acknowledge and thank the many people who have supported me throughout this entire endeavor. I thank my chair, whose assignment in a diversity class sparked the idea for this project, and my whole committee for their careful consideration, advice, and expertise. I also thank the professors and staff at Weber State University for the valued education provided that supported the creation and culmination of this project, and that will continue to sustain me throughout my career. And last but certainly not least, I thank my family – my husband; children, especially my daughter whose experience at a Greek Festival lead to all this research; parents; and extended family – for their love and support of me throughout this journey. SOCIAL JUSTICE 3 Table of Contents PASSION OF PROJECT ........................................................................................................ 7 NATURE OF THE PROBLEM.............................................................................................. 9 Literature Review.......................................................................................................15 Knowledge of Other Cultures ........................................................................15 Diversity .............................................................................................15 Cultural differences in communities ..................................................16 Conflicts, violence, and intolerance in history...................................17 Attitudes and beliefs of children ........................................................18 Lack of Knowledge of Other Cultures ...........................................................19 Lack of knowledge creates division rather than unification ..............20 Statistics of hate crimes .........................................................20 Problems in schools ...............................................................21 Challenges for teachers .........................................................22 Lack of Education, Exposure, and the Naturally Occurring Stereotypes ......23 Multicultural Education in the Classroom .....................................................24 Multicultural education in schools .....................................................25 Multicultural education using photographs...........................25 Multicultural education using children’s literature ..............26 Multicultural education using art ..........................................27 Social justice education – more than celebration and tolerance ........27 Art-based social justice education .........................................28 SOCIAL JUSTICE 4 Multicultural Children’s Literature and Art-Based Social Justice Education ........................................................30 PURPOSE ..............................................................................................................................32 METHODS ............................................................................................................................34 Context .......................................................................................................................34 Scope of Curriculum ..................................................................................................34 Evaluators ..................................................................................................................35 Procedures ..................................................................................................................36 FEEDBACK AND ADJUSTMENTS ...................................................................................38 Feedback ....................................................................................................................38 Adjustments ...............................................................................................................40 NEXT STEPS ........................................................................................................................43 REFERENCES ......................................................................................................................44 APPENDICES .......................................................................................................................52 Appendix A: Art-Based Social Justice Education Curriculum: Introduction and Lesson Plans that Incorporate Multicultural Children’s Literature ..............................................................................................52 Appendix B: Student Writing Journal........................................................................86 Appendix C: Quilt Block and Quilt Templates..........................................................96 Appendix D: Curriculum Evaluator Rubric ............................................................ 100 Appendix E: IRB Permission Letter ....................................................................... 108 SOCIAL JUSTICE 5 List of Figures Figure 1. Levels of Multicultural Education Curriculum Model ..........................................12 Figure 2. Approaches to Multicultural Curriculum Reform model .......................................13 Figure 3. Total number of criminal incidences reported each year by the U.S. Department of Justice Federal Bureau of Investigation from 2007-2017..................21 SOCIAL JUSTICE 6 Abstract Cultural awareness and the promotion of social justice through social justice education is a critical component of multicultural education in schools. It is through social justice education with the use of art and multicultural children’s literature that students can become more culturally aware, see others’ points of view, respect and treat others fairly by putting others first above themselves, and transform themselves into advocates for change that will help societies become just and genuinely multicultural. Unfortunately, this education is not always provided to students, especially not at the social justice level. This project aimed to provide an accessible art-based social justice education curriculum to second-grade teachers to effectively teach social justice concepts through art-based activities and multicultural children’s literature in a series of six lesson plans. The lesson plans were presented through a fun, creative, and easy to teach approach to increase comfort levels of teachers’ and students’ when addressing social justice topics in the classroom that can generally be uncomfortable. The lessons contained whole class readings and discussions of multicultural children’s literature on differences and similarities with a narrowing focus to skin color, discussions of fairness and learning what to do when something is unfair, and art-based social justice activities that will reinforce the concepts students will have learned through the readings and discussions. SOCIAL JUSTICE 7 PASSION OF PROJECT This project stemmed from a required assignment given during a diversity class in a teacher licensure program at a university a couple of years ago. The requirement was to attend a cultural event that was not part of one’s own culture. My eight-year-old daughter had never been to any cultural events, not because I had never wanted her to experience them; the idea had just never come to mind. I figured she would enjoy the event, so I took her along to the Greek Festival. Her experience was far different than I had imagined. After watching some of their traditional Greek activities, my daughter became very anxious and was adamant that we leave. Rather than leave, I decided to pull her aside to discuss her feelings. My daughter had never seen any Greek cultural traditions and did not know anything about Greek people. She had no background knowledge to help her connect and relate the Greek people and Greeks’ experiences to her own experiences so she could make sense of what she was seeing and experiencing. Her unfamiliarity was leading to her fear of these Greek people and their culture. Her fear is what pushed her to want to leave, so she did not have to continue to endure those same uncomfortable feelings. Similarly, like with my daughter and like previously stated in the literature review, it is human nature for people to fear others they do not know, and those fears prevent people from being able to get to know people from other cultures (Johnson & Johnson, 2005; LaGumina, 1999). I recognized the negative impact my lack of educating her about the Greek people and their culture had on her. I knew if I left when she had become uncomfortable, this might reinforce her need to leave each time she felt these same uncomfortable feelings around unfamiliar people, and she would never get to know others. Through the event, I helped her learn more about the Greeks and their culture and helped her make connections between her and the SOCIAL JUSTICE 8 Greek people so that she could feel more comfortable in her interactions and experiences at the Greek Festival. Not until I had this experience, could I finally see the need to educate my children about people of other cultures. This experience with my daughter made me wonder if other children were experiencing these same feelings, and if educating them would also help to decrease their uncomfortable feelings. This curiosity propelled me to do research. Through this research, I have been able to solidify my findings about the need to educate children about other cultures, but also the importance of teaching social justice to encourage students to create social change. This research combined with the research that children have to be educated about culture and social justice by first and second grade before bias and violence become too much a part of who they are and that teachers are not educating due to their lack of knowledge and life experiences and feeling ill-prepared to teach children from and about different cultures, is what drove me to design a curriculum for second grade teachers (Ladson-Billings, 1999; Prutzman, 1989; Prutzman & Johnson, 1997). The curriculum was created to provide teachers a valuable way to teach social justice concepts through art-based activities and multicultural children’s literature. The curriculum includes a series of six lesson plans. The lesson plans are presented through a fun, creative, and easy to teach approach to reduce teachers’ and students’ fears and discomfort that can generally come from addressing social justice topics in the classroom (Keith, 2010; Ladson-Billings, 1999; Morgan, 2009). The curriculum will be made available upon approval for evaluating teachers to teach and to pass along to their teams at their schools. Also, when given the opportunity, I will teach this curriculum in a classroom. SOCIAL JUSTICE 9 NATURE OF THE PROBLEM In a global society, the need for children to grow up with a knowledge of other cultures, in order to understand and be able to interact constructively with those who are different from them, has become increasingly important. One reason this is important is that societies around the world, especially within the United States, are growing more diverse because of migration and immigration making these societies less homogeneous (Chappell, 2017; Graif & Sampson, 2009; Hermans & Kempen, 1998; Johnson & Johnson, 2000; Tochon & Karaman, 2009). Diversity brings cultural differences among its members, and the members provide varying experiences (Gunn, 2016; Thomas, 1996). These cultural differences and shifts in population require members of communities to gain knowledge and understanding of other cultures (Simon, 2017). Young children’s attitudes of people from other cultures begin in the early years of school, so the best time for them to gain this knowledge and understanding is early in school (Gomez, 1991; Haberman, 1991; Kutner, 2000; Patterson & Bigler, 2006). It is imperative that students learn about other cultures to help them see beyond the differences that can lead to misunderstandings and conflict, opening the way for more constructive and productive interactions. However, children are growing up without this knowledge of other cultures, showing an inability to interact constructively with others. Even though communities are more heterogeneously diverse, the knowledge of others does not come automatically (Johnson & Johnson, 2000). Conflicts and violence are continuing in United States societies due to this lack of knowledge of other cultures and a focus on differences (DeMulder, Ndura-Ouedraogo, & Stribling, 2009). Furthermore, diversity is presenting challenges for teachers because many teachers are from a different culture than their students (Gunn, Brice, & Peterson, 2014). These SOCIAL JUSTICE 10 teachers feel that they lack life experiences and knowledge to successfully teach students from different cultures (Ladson-Billings, 1999). Some teachers may not be teaching multicultural education explicitly to their students because they feel their college preparation programs did not prepare them well enough to teach students from diverse backgrounds (Ladson-Billings, 1999). Therefore, if students are not provided classroom opportunities to learn about other cultures and are not acquiring the necessary knowledge, then the students’ unfamiliarity can lead to fear, prejudice, and intolerance of others who are different. Lintner (2005), Derman-Sparks (2006), and Kutner (2000) contended that prejudice and intolerant attitudes toward those different from self are because there is a lack of knowledge and healthy interactions with diverse people. Children need to be educated about people of other cultures before bias becomes inherent and leads to conflict and violence (Prutzman, 1989; Prutzman & Johnson, 1997). It is essential for students to gain knowledge and understanding of other cultures, thus, decreasing the risk for students to develop fear, prejudice, and intolerant attitudes, while increasing their ability to engage cooperatively in healthy, peaceful, and beneficial communications to function in a globally diverse society. Multicultural education specifically aims to provide students with the knowledge and understanding of other cultures while developing children’s positive attitudes toward people different from them, through the fostering of and increase in cultural awareness, understanding and appreciation for cultural differences, teaching tolerance, and social justice (Bennett, 2000; Gunn, 2016; Harrington, 2016; Kim & Kim, 2012; Lintner, 2005; Zakin, 2012). Many researchers have used different terms to represent the teaching of multicultural education, like tolerance education and social justice education (Dewhurst, 2010; Lintner, 2005; Zakin, 2012). Nieto (1994) stated that these terms are just levels within multicultural education, and SOCIAL JUSTICE 11 multicultural education is taught in these educational levels, with some curriculums only teaching to the first level (Fig. 1). The levels of education include tolerance; acceptance; respect; and affirmation, solidarity, and critique of people different than them, with tolerance – or tolerance education – being the lowest level and affirmation, solidarity, and critique – or social justice education – being the highest, most optimal level of support for diversity in student learning (Nieto, 1994). Similarly, Banks (1999) has approaches to multicultural curriculum reform that shows multicultural education being taught in levels. His levels include The Contribution Approach, The Additive Approach, The Transformative Approach, and The Social Action Approach (Fig. 2). The definitive goal in teaching in these levels of multicultural education, like Nieto (1994), is to teach for the highest two levels, teaching for transformation and social change (Dade, 2014). In this literature review, the term multicultural education will be used when referring to the teaching of multicultural education, with the addition of words like teaching for tolerance and cultural awareness, until the section titled Social Justice Education – More Than Celebration and Tolerance in the Literature Review. Then, the term social justice education will be used in order to show the distinction of the most optimal level of diversity education that can be taught, noting that all other levels of multicultural education are taught along with this last level. SOCIAL JUSTICE 12 Figure 1. Levels of Multicultural Education Curriculum Model that shows a description of the four levels of multicultural education support. Adapted from “Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural Education” by S. Nieto, 1994, p. 1-8. SOCIAL JUSTICE 13 Figure 2. Approaches to Multicultural Curriculum Reform Model that provides a description of the four levels of integrating multicultural education curricula. Adapted from “An Introduction to Multicultural Education” 2nd Ed., by J. A. Banks, 1999, p. 31. Copyright 1999 by Allyn & Bacon. Schools are ideal for teaching multicultural education because they are the primary place where diverse cultures intermingle, social exchange can happen, and they are a safe, familiar, and predictable place where students can become comfortable with the ideas of difference (DeMulder et al., 2009; Kutner, 2000). In schools, many students are learning to become more SOCIAL JUSTICE 14 tolerant and culturally aware through multicultural education that uses photography, children’s literature, and art (Faires, 1996; Freedman, 2000; Harrington, 2016; Kim, Wee, & Lee, 2015; Lintner, 2005; Scott, 1999; Smith, 1993). Other students are not only learning through the first levels of multicultural education but also the last level, social justice education (Nieto, 1994; Zakin, 2012). Fostering students’ understanding and appreciation of culture necessitates more in-depth exploration and more meaningful opportunities (Gunn, 2016) that move beyond teaching for tolerance – the lowest level of multicultural education that only creates a “bandaid” or “feel good” addition to students’ learning – to transform and promote social change (Lee, MenKart, & Okazawa-Rey, 2006; Nieto, 1994; O’Neil, 2010; Zakin, 2012). To indeed have a multicultural society – one where people of all races, ethnicities, and cultures can interact peacefully and enter encouraging and collaborative conversations – societies need to become just societies instructed through all education levels of multicultural education, especially the last level social justice education (Lee et al., 2006). In an effort to teach social justice education, art and multicultural children’s literature has been shown to be beneficial (Dewhurst, 2010; Zakin, 2012). Art is a valued means by which students can explore diversity because it is taught visually, provides multisensory, hands-on experiences, and improves interest and comprehension (Donaldson, 2006; Zakin, 2012). Art and multicultural literature are appropriate ways to teach traditions and the history of many cultural groups, allow children to examine complex concepts and have critical discussions about social justice matters (Donaldson, 2006; Gunn, 2016; Zakin, 2012), ones that usually are associated with fear, discomfort, defensiveness, and undesirable emotions (Keith, 2010; Morgan, 2009). It is through social justice education with the use of art and multicultural children’s literature that students can become more culturally aware, see others’ points of view, respect and treat others fairly by putting them first above themselves, and SOCIAL JUSTICE 15 transform themselves into advocates for change that will help societies become just and genuinely multicultural. Literature Review This literature review will first discuss the importance of children gaining knowledge about other cultures. Next, it will discourse on the impacts that a lack of knowledge can have on children. Following, it will describe how children can develop fear, prejudice, and intolerant attitudes towards people who are different if they are not educated. Later, it will define and show the benefits of multicultural education and the importance of moving beyond teaching for tolerance to social justice education. Lastly, it will present how art and multicultural children’s literature are appropriate and beneficial tools in teaching social justice education, and that more research needs to be completed in art-based social justice education that incorporates multicultural children’s literature at the elementary level. Knowledge of Other Cultures For many, diversity means difference (Thomas, 1996) and seeing only differences within a society has created intolerance and violence in the world and United States histories (DeMulder et al., 2009). When students learn more about each other’s cultures, they begin to see more similarities rather than differences. Perhaps, the walls of intolerance that often lead to conflict and violence can be broken down, allowing students to interact more respectfully and work together more collaboratively. Diversity. Societies around the world are increasingly diverse, especially within the United States (Chappell, 2017; Johnson & Johnson, 2000). Migration and immigration from wars, trade, explorations, ease of travel and transportation systems, new technologies, and an ever-increasing surge of media communications are all contributing factors to the interlacing of SOCIAL JUSTICE 16 global societies making United States communities less homogenous (Graif & Sampson, 2009; Hermans & Kempen, 1998; Johnson & Johnson, 2000; Tochon & Karaman, 2009). A national snapshot of the population gathered by the United States Census Bureau from 2015 to 2016 shows that the diversity in America has continued to rise, and when compared to the Whites, the ethnic and racial minorities are growing more rapidly (Chappell, 2017). It is projected that in 2044, Whites will be less of the majority and become more of a minority – outnumbered by other race and ethnic groups, and in 2060, about one in five of the population of the United States will have been born overseas (Colby & Ortman, 2015). K-12 classrooms in public schools within the United States, like the diversity trends, are also experiencing changes in demographics, culturally and linguistically, which adds an abundance of culturally diverse students and experiences to school classrooms (Gunn, 2016; Johnson & Johnson, 2000; Ladson-Billings, 1999). Cultural differences in communities. With this increase in diversity within communities in the United States, there are cultural differences among members in each community, and each member provides differing experiences (Gunn, 2016; Thomas, 1996). Through embracing and promoting the value of diversity among members of a society and educating people regarding culture, people will have a greater understanding of culture and the society they belong to (Simon, 2017). The society will strengthened, making it more unified, and help the members become more empathetic towards each other through the sharing of each members’ talents (Simon, 2017). The problem is that most people are inclined to think the meaning of diversity is the characteristics that make people different from each other (Thomas, 1996). Their focus is on the difference among the members of the society rather than on society as a whole and what each members’ differences can contribute to society. SOCIAL JUSTICE 17 Conflicts, violence, and intolerance in history. Throughout history, when different groups of people have come together within the same community, a clash among the groups has often resulted (D. Mower, personal communication, February 5, 2018). When there has been a clash among community and culture, problems have arisen due to cultural differences that require a group to either assimilate or scatter. World and United States history has shown that cultural differences within communities have frequently led to misinterpretations, conflicts and violence, oppression, and in some cases genocide among its members, because the people could not see past the differences to learn about each other, thus diminishing their ability to engage in constructive interactions with people of different cultures (DeMulder et al., 2009). Intolerance causes violence because the diversity among cultures divides groups within each community into the oppressors and the oppressed (DeMulder et al., 2009). There are countless examples of intolerance that have led to violence in United States history. One example is among the Southern Italian immigrants who came to America from their native lands. These Italian immigrants were first hailed to work in the mines, build subways, and perform other tedious and dirty, but essential jobs (LaGumina, 1999). In the mid-1890s, these immigrants were not welcome anymore. The increased arrival of Italians brought seasonal work. The Italians, who decided to do this kind of work, earned their wages for the season and then took their money back with them to Italy. Referring to these seasonal workers as birds of passage, old-stock Americans viewed this temporary work as a sign of weakness because these Italian immigrants did not fit into the specified pattern of American life. Old-stock Americans blamed the Italians for the growth of labor unrest, low wages, and inner-city slums. Stereotypes, like criminals, provided excuses for discrimination and violence against the Italian immigrants because of the concern of the immigrants being different and odd and the fear of the unknown. SOCIAL JUSTICE 18 One Italian was murdered because he was accused of molesting a young girl, and many other Italians were similarly accused (LaGumina, 1999). From this reflection on the United States history of conflict and violence, it is clear the goal is for people in a society to accept, respect, and embrace cultural differences and work for the mutual good of all its members (DeMulder et al., 2009; Johnson & Johnson, 2000). In meeting this goal, people could then participate in constructive discussions and active collaborations that would break down the system of “oppressors” and the “oppressed” so societies can have greater understanding, social justice, and peace (DeMulder et al., 2009). In order to reach this goal, community members need to change their focus and obtain knowledge and understanding of other cultures. Attitudes and beliefs of children. Young children’s attitudes of people from other races, ethnicities, and cultures begin in the early years of school (Gomez, 1991; Kutner, 2000; Patterson & Bigler, 2006). Children’s attitudes are impacted by the culture, opinions, and the attitudes of their parents and caregivers (Gomez, 1991; Patterson & Bigler, 2006), other authority figures (Patterson & Bigler, 2006), school (Scott, 1999), peers (Cavalli-Sforza & Feldman, 1981), television (Kutner, 2000; Scott, 1999), media (Cortes, 2004; Scott, 1999), and from bigger environmental factors (Bigler & Liben, 2007; Patterson & Bigler, 2006). Furthermore, children easily absorb negative stereotypes from these sources (Bigler & Liben, 2007; Gomez, 1991), and before children are five years old, they show signs of social stereotyping and prejudice (Bigler & Liben, 2007; Patterson & Bigler, 2006). There is a likelihood of changing people’s beliefs and attitudes, but most people die with the same beliefs and attitudes they gained when they were young (Haberman, 1991). The most optimal time then, where people can be influenced the most and obtain the knowledge and understanding of other cultures, is in the early school years SOCIAL JUSTICE 19 (Gomez, 1991; Haberman, 1991; Kutner, 2000). It is critical that students learn about other cultures to see beyond the differences that can lead to misunderstandings, conflicts, and violence, and focus on similarities among these other cultures. Seeing similarities will open the way for more positive relations. Lack of Knowledge of Other Cultures Individuals enter personal relationships with people of other cultures by looking through lenses that rely on their own personal, cultural, and political upbringings and experiences (Lutz and Collins, 1994). A study conducted by Lintner (2005) found that many people have felt uneasiness, at a distance from, scared of, resistant to, and even threatened by the images of people who were different from them. The researcher stated that these people lacked the background knowledge and frame of reference. This insufficiency impeded the participants’ ability to understand who the other people were and where they were coming from because they were unable to see similarities and make connections between the children in the pictures and their own lives. Without the acquisition of knowledge and a link, especially an emotional link to those of other cultures, people may become indifferent and insensitive toward differences in cultures and stereotypes will be reinforced (Gomez, 1991; Zevin, 1993). As communities become more heterogeneous, it does not mean that people automatically have knowledge of others within their communities (Johnson & Johnson, 2000). As in the example of the Italian immigrants and the old-stock Americans, humans are often frightened by people they do not know (Johnson & Johnson, 2000; LaGumina, 1999). Their fears of others prevent them from getting to know people of other cultures (LaGumina, 1999). As in the past, there is continued conflict among differing groups of people because their knowledge of other cultures is limited, and their focus is narrowed to the differences among them and others, SOCIAL JUSTICE 20 distancing them more and more from each other, and decreasing their ability to interact positively (DeMulder et al., 2009; Simon, 2017). Lack of knowledge creates division rather than unification. American society has always been founded on the idea of encouraging differences to fortify and unify communities (Lintner, 2005). However, within the United States, difference is continuing to divide rather than strengthen and bring people together. For example, events are happening like the horrific 2015 church shooting in Charleston, South Carolina, and the 2018 church shooting at a Jewish Synagogue in Pittsburg, Pennsylvania. All hate crimes show that as diversity within communities continues to increase, the United States will continue to experience challenges from intolerance (DeMulder et al., 2009). Statistics of hate crimes. In looking at statistics, the division seems to become more evident. When comparing the number of criminal incidences in the United States committed between 2007-2017 that were motivated by bias toward race, ethnicity, ancestry, religion, sexual orientation, disability, gender, and gender identity, the hate crime statistics released by the U.S. Department of Justice Federal Bureau of Investigation (2008; 2009; 2010; 2011; 2012; 2013; 2014; 2015; 2016; 2017; 2018) has shown an increasing rate since 2014 (Fig. 3). The criminal incidences that were reported by the U.S. Department of Justice Federal Bureau of Investigation were 5,479 in 2014, 5,850 in 2015, 6,121 in 2016, and 7,175 in 2017 (2015; 2016; 2017; 2018). Therefore, in the last four years, the rate of prejudice, intolerance, and misunderstandings in the United States has also been rising, and the statistics display how many hate crimes in the United States are motivated by a focus on difference. Global societies continue to be troubled with conflict and violence mainly because of this focus on difference leading to an inability for SOCIAL JUSTICE 21 communities to collectively unite and seek the well-being of each community member (DeMulder et al., 2009). Figure 3. Total number of criminal incidences reported each year by the U.S. Department of Justice Federal Bureau of Investigation from 2007-2017. Adapted from “FBI Releases (2007- 2017) Hate Crime Statistics” by U.S. Department of Justice Federal Bureau of Investigation, retrieved from https://www.archives.fbi.gov/ and https://www.fbi.gov/. Problems in schools. There is a possibility that students at school will develop cultural knowledge of and acceptance for people of other cultures; however, there is also the risk that students will develop disparities among each other, causing problems to arise between different groups of students (Gunn, 2016). Within the classroom, inequalities and conflicts are happening. Research illustrates that children are stereotyped and discriminated against by their peers through bullying, harassment, or unfair treatment because they belonged to a particular social group (Bigler & Wright, 2014; Huynh & Fuligni, 2010; Leaper & Brown, 2008). The Southern Poverty Law Center data indicated that after the election in 2016, when compared to other places, United States schools had more hate occurrences happen (Smith, 2017). 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One incidence was at a high school in Attleboro, Massachusetts, where pro-Trump graffiti was found in the boys’ bathroom with a warning from the Ku Klux Klan, using derogatory language, for how they would deal with the African Americans (Smith, 2017). Hate incidences in schools are on the rise. In one study, it was reported that hate incidences in schools across the United States were 90 cases in October of 2017, and in January 2018, there were 64 cases across 32 of the 50 states (Collins, 2018). This was the highest rate of incidences that had been seen in schools since October 2017 (Collins, 2018). Of those 64 cases, two-thirds happened in high schools, almost half started or were spread through social media, and more than one-quarter of the incidences involved the n-word. Even more alarming, faculty and administration were the culprits of one-quarter of the incidences reported happening in January 2018 (Collins, 2018). For example, a teacher in Ventura County, California, bullied a Muslim boy out of the class by using resources that demonized Islam followers. Students also imitate adults’ models of bad behavior (Collins, 2018). In one incidence in Hurricane, Utah, students shared, on social media, a picture of a noose around a student’s neck that had a caption that included the n-word on Martin Luther King Jr. Day (Collins, 2018). As in the world and the United States, hate crimes are also happening in schools, and incidences of hate are on the rise. Challenges for teachers. The increased diversity among student populations in the United States presents challenges for teachers to successfully educate students from different cultures because many teachers are from a different culture than their students (Gunn, 2016; Gunn et al., 2014). As the student populations become more diverse, the teaching population becomes increasingly more female, white, middle class, heterosexual, and monolingual (Gunn et al., 2014; Ladson-Billings, 1999). Teachers have a variety of background knowledge and SOCIAL JUSTICE 23 experiences that can either help increase or decrease their ability to teach students from diverse backgrounds (DeMulder et al., 2009). Research has shown that many teachers indicate that their limited life experiences can create resistance to and can hinder their ability to understand and respond to the meet the needs of students from different cultures (Ladson-Billings, 1999). Additionally, some teachers may not be teaching multicultural education to their students because they feel their college preparation programs did not prepare them well enough to teach students from diverse backgrounds (Ladson-Billings, 1999). Lack of Education, Exposure, and the Naturally Occurring Stereotypes With increasing diversity in the United States, thus increasing the exposure to diverse people and interactions among diverse cultures, there is a rise in conflict among these cultures due to a focus on cultural differences. Prejudice and intolerant attitudes most often are due to a lack of education of other cultures, a lack of exposure to diverse people, and from the naturally occurring stereotypes (Derman-Sparks, 2006; Lintner, 2005). In thinking about exposure to diverse people or circumstances, and with the increase in diversity within the United States, there does not seem to be a lack of exposure. However, Kutner (2000) refers to exposure as the need for people to be exposed to diverse people in healthy ways. Therefore, with the combination of a lack of education and encounters happening in unhealthy ways, both are contributing factors leading to misunderstandings, conflicts, and violence in past and present societies in the United States and the world today. Derman-Sparks (2006) says, “Prejudice…is a way to make sense out of unfamiliar and complex situations when there is little knowledge” (p. 15). At early ages, children are cognizant of the similarities and differences among them and others, and children categorize these similarities and differences into patterns to make their world less scary and more predictable SOCIAL JUSTICE 24 (Kutner, 2000). As stated in Prutzman and Johnson (1997), both Prutzman and Johnson (1997) and Prutzman (1989) said it is critical to reach young children by first and second grade, before bias and violence become deep-rooted, because children have no layers of knowledge of bias yet. Prejudice and intolerant attitudes that lead to conflicts and violence are a serious concern in American society. Thus, to combat the risk of children developing fear of and negative attitudes and stereotypes toward race, ethnicity, and cultural groups that can lead to prejudice and intolerance, it is imperative that children are influenced positively and taught knowledge about other cultures. This will increase children’s ability to participate in healthy and productive exchanges in the ever-increasingly diverse communities they live in within the global society. Multicultural Education in the Classroom Therefore, with the increasing diversity in communities, and the problem of a lack of education about other cultures, research has shown that multicultural education in schools has been vital to the development of children’s understanding of and positive attitudes toward racial, ethnic, cultural, and many other groups because multicultural education fosters an increase in cultural awareness, understanding and appreciation for cultural differences, teaching tolerance, and social justice (Bennett, 2000; Gunn, 2016; Harrington, 2016; Kim & Kim, 2012; Lintner, 2005; Zakin, 2012). Many researchers have used different terms to represent the teaching of multicultural education, like tolerance education and social justice education (Dewhurst, 2010; Lintner, 2005; Zakin, 2012). Nieto (1994) stated that these terms are just levels within multicultural education, and multicultural education is taught in these educational levels, with some curriculums only teaching to the first level. The levels of education include tolerance; acceptance; respect; and affirmation, solidarity, and critique of people different than them, with tolerance – or tolerance education – being the lowest level and affirmation, solidarity, and SOCIAL JUSTICE 25 critique – or social justice education – being the highest, most optimal level of support for diversity in student learning (Nieto, 1994). Likewise, Banks (1999) has levels of teaching multicultural education and those levels include The Contribution Approach, The Additive Approach, The Transformative Approach, and The Social Action Approach with the same goal of teaching to the two highest levels, transformation and social change (Dade, 2014) for students to get the most optimal diversity support. Schools are ideal for teaching multicultural education to students because schools provide places where diverse people can intermingle, and social exchange can transpire (DeMulder et al., 2009). To reiterate, Kutner (2000) states that children thrive on familiarity and predictability. Therefore, to help children increase their knowledge of other cultures and learn to be comfortable with and accept unfamiliar people and things, students need to have repeated healthy exposure, and the ability to make regular connections so children will not be influenced as much by stereotypes (Kutner, 2000). The classroom provides a safe, familiar, and predictable environment where exposure to different cultures can happen, and students can become comfortable with the ideas of difference. Multicultural education in schools. In schools, many students are learning to become more tolerant and culturally aware through multicultural education that uses photography, children’s literature, and art (Faires, 1996; Freedman, 2000, Harrington, 2016; Kim et al., 2015, Lintner, 2005; Scott, 1999; Smith, 1993). These learning experiences are providing students opportunities to explore differences, look for similarities, and make connections with people from other cultures. Multicultural education using photographs. In two studies where photography was used among participants in middle and high schools, exposure of students to diversity and difference SOCIAL JUSTICE 26 using photographs helped students become more aware of others, decreased students’ stereotypes, and helped students develop an accurate and delicate viewpoint of others (Faires, 1996; Scott, 1999). In a more recent study with elementary students, the researcher taught multicultural education through photography to teach for tolerance only. He exposed students to multicategorical photographs of children engaged in activities familiar to elementary students, and that showed physical, cultural, and economic differences (Lintner, 2005). The results of this study showed that students were more capable of focusing on similarities and making connections when they could relate their past experiences and background knowledge to those situations of the children in the photographs. It provided them the frame of reference to be able to understand the children in the images. Students were able to make even more connections when they were provided a narrative of the situation within the photographs they were viewing. Therefore, multicultural education – educating students about people of other cultures – using photographs and narratives of the photographs has been increasing students’ background knowledge and providing an essential frame of reference needed to understand those different from them. Multicultural education using children’s literature. Children’s picture books are an influential instrument for teaching and student learning (Harrington, 2016). Research is showing that multicultural children’s literature is helping students become more culturally aware by increasing students’ knowledge, understanding, appreciation, and compassion for those of other cultures, helping students to overcome negative stereotypes, and helping students to have positive attitudes toward those different from them (Harrington, 2016; Kim et al., 2015). In a study conducted with elementary students, Harrington (2016) used children’s literature that was full of authentic images, both traditional and modern, that showed contemporary life in other SOCIAL JUSTICE 27 countries to develop students’ cultural awareness and competence. These stories allowed students to see similarities and differences and make many text-to-self connections between the family in the story and their own lives, thus helping them to become culturally aware and competent. Multicultural education using art. Visual arts are vital in all societies because they allow people to create, empower them to think, allow them to see new possibilities, and enable them to reconsider old notions (Freedman, 2000; Smith 1993). Research is showing that students are making art to show their views and feelings about themselves and others in their world (Freedman, 2000; Smith, 1993). Furthermore, art promotes thinking metacognitively (Eisner, 2002; Greene, 2007). Students are also increasingly becoming culturally aware through art-based multicultural education because art’s purpose in education is to reveal not only complexity but diversity (Freedman, 2000). Social justice education – more than celebration and tolerance. Teaching students to gain cultural awareness, like Evans & Gunn (2012) state, starts with education about and acceptance and respect for cultural diversity and acknowledgment of the differences among ethnic groups, which has been the aim of teaching for tolerance in many classrooms. Teaching only for tolerance has continued to be taught in schools even after other research had shown that tolerance is one of the bottommost levels of diversity support, with the word tolerance connotating a reluctant endurance or toleration rather than an embracement of difference (Banks, 1999; Nieto, 1994). Nieto (1994) states that if students do not move beyond this level, students can never entirely respect and affirm the differences of others. Fostering students in their understanding and appreciation for culture by helping students connect to the histories, cultures, and languages of others and achieve full respect and affirmation of the differences necessitates SOCIAL JUSTICE 28 students to engage in more in-depth exploration and be provided more meaningful opportunities by moving beyond the celebrations of holidays and food (Evans & Gunn, 2012; Gunn, 2016; Lee et al., 2006) and tolerance – the lowest level of multicultural education – to teaching for equity and the promotion of social justice (Nieto, 1994; O’Neil, 2010; Zakin, 2012). Thus, Lee et al. (2006) feel that multicultural education should be transformative, inspire academic success, and promote social change. Zakin (2012) says that social justice is “the principals and habits of the mind that guide individuals to actively treat others with fairness, respect, and responsibility” (p. 3). O’Neil (2010) states that once students are capable of seeing themselves and others, can consider different points of view, and can reflect on and overcome negative stereotypes, social justice can be fostered through empowering students to see diverse ways of existing and how they might create change. Therefore, to empower students to act to create change, teachers need to be teaching social justice education (Gunn, 2016; Zakin, 2012). This kind of education not only teaches students to become culturally aware and accepting of others’ differences, but also teaches students to treat others respectfully, fairly, affirmingly, and with solidarity even if it means addressing others’ needs before their own (Nieto, 1994; Zakin, 2012). A truly multicultural society – one where people are unified and treated as equals and can interact affirmingly and with solidarity – is a just society, and to become just, societies need to be instructed through social justice education (Lee et al., 2006; Nieto, 1994). In an effort to teach social justice education, art and multicultural children’s literature has been shown to be beneficial (Dewhurst, 2010; Zakin, 2012). Art-based social justice education. In one study, similar to that of Nieto (1994), Zakin (2012) felt that teaching for tolerance was not enough and that students also needed to learn social justice. In her study of preschool children who investigated skin color through many art-SOCIAL JUSTICE 29 based activities that incorporated children’s literature, Zakin (2012) found that the students liked exploring differences and similarities and making connections. With the addition of teaching to foster social justice and not just teaching for tolerance, the social justice education students were provided also helped students to develop a sense of community and that everyone belonged (Zakin, 2012). It was also observed that the students perceived everything, except there were no judgments attached to their observations. This data reinforced the ideas found previously by both Prutzman (1989) and Pruztman and Johnson (1997), as stated in Prutzman and Johnson (1997), that multicultural education must be taught when children are young, and the education needs to happen often before children develop into adults and their observations are full of value judgments (Zakin, 2012). Furthermore, the students accepted everyone for who they were and treated each other fairly and respectfully. The researcher found that after the study, the students were transferring the knowledge they had gained and the process of focusing on similarities, making connections, accepting others for who they are, and treating others fairly and with respect was becoming a more natural process through the comments students were saying and how they were interacting with each other (Zakin, 2012). This education of difference and similarity, connection, acceptance, fairness, and respect provided a base as these students mature for future exploration of other social justice issues. These might include issues like the complications of and their feelings about the acceptance of differences, why some may find diversity to be intimidating, in what ways people experience diversity as oppression, and what can be done to help change those oppressive experiences for people who have them (Picower, 2012; Zakin, 2012). SOCIAL JUSTICE 30 Multicultural Children’s Literature and Art-Based Social Justice Education Art is a treasured way to learn about cultural diversity through visual and hands-on experiences that increase interest and comprehension (Donaldson, 2006; Zakin, 2012). Art is multisensory and integrates all learning and teaching styles within the curriculum (Donaldson, 2006; Zakin, 2012). Furthermore, art and multicultural children’s literature used together allows children to examine more complex concepts (Zakin, 2012). Both are appropriate ways to teach experiences, traditions, and the history of many cultural groups and facilitate critical discussions about social justice issues (Donaldson, 2006; Gunn, 2016; Zakin, 2012), issues that tend to create fears, discomfort, defensiveness, and negative feelings (Keith, 2010; Morgan, 2009). These allow teachers to embrace the harder conversations that they typically feel they were not prepared for and do not have the background knowledge to teach (Keith, 2010; Ladson-Billings, 1999). Through art-based social justice education that incorporates multicultural children’s literature, students can learn to see beyond differences to the similarities, make connections, think critically, discover how to bring about change, and be provided opportunities to use what they have learned as they intermingle with diverse people throughout their lives. There is not ample art-based social justice education research available. Of the studies in existence, there is a limited amount that promotes student learning of social justice issues through their creation and observations of others’ creations of art that question, test, and influence prevailing circumstances of inequality and injustice (Dewhurst, 2010; Zakin, 2012). Even less art-based social justice education studies have been conducted that have incorporated multicultural children’s literature at the elementary level and younger. To increase teachers’ awareness, importance for, and interest in the teaching of social justice education in their SOCIAL JUSTICE 31 classrooms, more research needs to be done in the field of art-based social justice education (Dewhurst, 2010). SOCIAL JUSTICE 32 PURPOSE Shifts in population are causing societies around the world to become more diverse (Chappell, 2017; Graif & Sampson, 2009; Hermans & Kempen, 1998; Johnson & Johnson, 2000; Tochon & Karaman, 2009). Cultural differences are requiring members of communities to gain knowledge and understanding of other cultures (Simon, 2017). This knowledge and understanding is best gained when individuals are younger because children’s beliefs and attitudes are harder to reshape as they get older (Gomez, 1991; Haberman, 1991; Kutner, 2000; Patterson & Bigler, 2006). A focus on difference and lack of knowledge of other cultures, knowledge that does not come automatically, and the knowledge through education that teachers are not providing due to feeling inadequate and ill-prepared, is leading to conflict and violence (DeMulder et al., 2009; Johnson & Johnson, 2000; Ladson-Billings, 1999). This lack of knowledge and unhealthy interactions with people of other cultures puts children at risk of fear, prejudice, and intolerant attitudes that lead to conflict and violence, making education of other cultures a necessity before bias becomes too deep-rooted (Derman-Sparks, 2006; Kutner, 2000; Lintner, 2005; Prutzman, 1989; Prutzman & Johnson, 1997). Multicultural education that promotes cultural awareness and the fostering of social justice through social justice education, is necessary to be taught in schools because it moves beyond tolerance to transform and promote social change, making societies more just and multicultural (DeMulder et al., 2009; Evans & Gunn, 2012; Gunn, 2016; Lee et al., 2006; Nieto, 1994; O’Neil, 2010; Zakin, 2012). Art-based social justice education with the use of multicultural children’s literature is one of the most effective ways to provide children hands-on experiences to explore more complex concepts and participate in critical social justice SOCIAL JUSTICE 33 discussions that transform children into agents of change (Donaldson, 2006; Gunn, 2016; Zakin, 2012). The aim of this curriculum project was to provide an accessible art-based social justice education curriculum to second-grade teachers that could easily be incorporated in combination with their current educational curriculum. The curriculum was designed to prepare teachers to effectively teach social justice concepts through art-based activities and multicultural children’s literature in a series of six lesson plans. The lesson plans were presented through a fun, creative, and an easy to teach approach to minimize teachers’ and students’ fears and discomfort that can typically come from addressing these social justice topics in the classroom (Keith, 2010; Ladson-Billings, 1999; Morgan, 2009). The project adapted strategies and activities from Zakin’s (2012) art-based social justice education study that incorporated multicultural children’s literature with the addition of other content and activities. There was a recognition that there is more to culture than just race, but for this project, the focus has been on race, specifically looking at skin color, like Zakin’s (2012) study. SOCIAL JUSTICE 34 METHODS Students are being instructed in multicultural education; however, that education is not always being taught to students at the social justice level (Gunn, 2016; Harrington, 2016; Kim & Kim, 2012; Lintner, 2005; Nieto, 1994; Zakin, 2012). There is a need to support social justice education that incorporates art and multicultural children’s literature in education because it not only allows students to see themselves and others, consider different points of view, and helps them to reflect on and overcome negative stereotypes, but it also empowers students to see different ways of life, and how students might create change (O’Neil, 2010). Context Within the current second-grade curriculum for social studies standard one, second-grade students are required to recognize how people within their community, state, and nation are both similar and different and to examine and identify cultural differences within the community. The arts-based social justice education curriculum also teaches students to recognize the ways students and others in their community, state, and nation are similar and different and helps students to explore and recognize cultural differences among themselves and others. The arts-based social justice education curriculum furthers students’ education and helps students learn ways to understand and accept others, learn about fairness, a social justice concept, recognize when people are mistreated, and what students can do to help others and bring about change. Scope of Curriculum The arts-based social justice education curriculum that incorporates multicultural education was developed in the form of six lesson plans (see Appendix A). Each lesson ranged from 30-60 minutes long and contained material that covered three content areas, which included social studies, fine arts, and language arts, with a total of four to six core standards from these SOCIAL JUSTICE 35 content areas. The lessons consisted of the students completing a question in their student writing journals at the beginning and end of the curriculum to determine each students’ initial and final comfort levels and attitudes of others who are different from them (see Appendix B); reading and discussing as a whole class some multicultural children’s literature books about the many ways children are different and the same, eventually narrowing to a focus on skin color; learning about fairness and what to do when something is unfair, participating in and having some discussions about some art-based social justice activities that will reinforce the concepts they will have learned through the readings and discussions; and answering questions related to each lesson in their student writing journals (see Appendix B). The activities included the mixing of paint to create their skin color, using that paint to generate hand stamps and hand silhouettes, and to form their self-portrait. Students will draw their experiences with diversity and what they have learned through the lessons on their quilt blocks (see Appendix C). Each students’ quilt blocks will be sewn into a quilt, and the students will respond to the overall quilt and their classmates’ drawings (see Appendix C). They will then answer a couple more questions in their student writing journals based on the quilt (see Appendix B). Evaluators Three second-grade elementary educators were selected to evaluate the curriculum. The evaluators were carefully chosen based on their expertise and knowledge of the state’s second-grade curriculum and their experience in a second-grade classroom. The first evaluator was a second-grade teacher at an elementary school in a Northwest district in the United States who has twenty-five and a half years of teaching experience. Within those twenty-five and a half years, she has taught in three different districts and two different states. She has educated students in grades one through five, teaching students for three years in SOCIAL JUSTICE 36 a title-one school and eight years in a second-grade classroom. She has a bachelor’s in Elementary Education and a Master of Education with a gifted endorsement. The second evaluator was a second-grade teacher at an elementary school in a district in a state in the Northwest part of the United States who is currently in her second year teaching there. She has taught for a total of fifteen years, thirteen years in second grade, and two in first grade. She taught for thirteen years in Title-1 schools, with six years being in the neediest Title-1 school in the district. She has a bachelor’s in Elementary Education, a Master of Education in Curriculum and Instruction, and has an ESL endorsement. She is currently working on getting her math endorsement. She also has participated in curriculum selection for Languages Arts. The third evaluator was a second-grade teacher at an elementary school in a district in a North-Western state in the United States. She has taught for twenty-six years, and all those years of teaching experience have been at the same elementary school. Of those twenty-six years of teaching, she has taught twenty years in kindergarten and six years in second grade. She received a degree in Early Childhood Education with an ESL endorsement. This degree allows her to teach pre-kindergarten through third grade. Procedures After reading the current research, I created a second-grade curriculum with six lesson plans, adapting lessons, activities, multicultural children’s literature, and questions from Zakin’s (2012) study (see Appendix A). The second-grade curriculum included core content areas with coordinating second-grade core standards and objectives, differentiation ideas, and assessments to check for understanding of content. Additions included, things like teaching the elements and principles of visual art (line, shape, color, and space) and encouraging students to notice and use them during readings, through the art they create, and when seeing others’ art creations during SOCIAL JUSTICE 37 gallery walks; reading and discussing about the many ways people are different as a lead-in to the discussion of skin color, reading and having a discussion on fairness and ideas of what to do when something is unfair; having students draw their experience with diversity on a quilt block (see Appendix C); and being shown the quilt of all their classmates’ quilt blocks sewn together for them to react to the quilt through a discussion and through writing for what they have seen (see Appendix B). Also, students will answer questions in their student writing journals, one for the pre and post-test, and after each lesson to check for understanding of content (see Appendix B). Next, a rubric was designed, the Social Justice Education Curriculum Evaluator Rubric, based on the content of the literature review (see Appendix D). This rubric helped the curriculum evaluators know how to evaluate the curriculum and provide the most useful feedback. Lastly, the curriculum was provided, including the six lesson plans, a copy of the template of the student writing journal, and the Social Justice Education Curriculum Evaluator Rubric to each evaluator via email (see Appendix A-D). When the teachers completed the rubrics, they sent emails of their scored rubrics and feedback. Each evaluator’s rubric and feedback were reviewed. The necessary adjustments were made to the curriculum and were provided to each evaluator to try in their classrooms and pass along to their teams at their given schools. SOCIAL JUSTICE 38 FEEDBACK AND ADJUSTMENTS Feedback The three second-grade elementary teachers (each one from three different districts in the Northwestern United States) that were selected agreed to evaluate the curriculum and provide feedback. The evaluators found the overall curriculum to be essential because it is an area that often gets overlooked. The evaluators saw the need for teaching this curriculum in the classroom because of the research supporting it. The feedback that was given was based on the components of the curriculum, which included the state core standards they said were embedded throughout the curriculum and were used to guide the lessons. They also said the objectives were aligned to the standards, were meaningful and significant to each learner, and helped the students go beyond a cognitive level. They appreciated the content throughout the curriculum and felt it was comprehensive and well thought out, especially with the complexity of the social justice content because they felt it was written in a way that primary grade learners would be able to understand. Based on complexity, one evaluator said the idea of helping children understand differences and similarities at a social justice level is challenging at this age, but the ideas were great, and teaching these concepts through literature was a fantastic idea. Although, another evaluator said the only thing she noticed was that she missed the portion in the social justice content about promoting learners to take action to create change. The evaluators thought the instructional strategies aligned with the standards and objects for each lesson, were student-centered, and inclusive of each learner’s styles. They stated that the materials and activities were appropriate for second-grade students. Though, one evaluator SOCIAL JUSTICE 39 wondered at what point in the year the lessons would be expected to be taught because she felt that if it was in the first half of the year, the students might get frustrated with the writing in the student writing journals but by the second half there might be a better chance of the writing part being successful. She recommended having only one question in each lesson in the Student Writing Journals and doing more of an open discussion. The evaluators thought it was valuable that there were a variety of informal and formal assessments and that students were given multiple ways to express themselves. For example, students were able to express themselves through art, open discussions, presentations, and writing. For differentiation, they believed the curriculum supplied appropriate provisions for all levels of learners and covered a variety of student needs. For time and resources, one evaluator felt there was not enough time allotted for all the components of lessons one and four. For example, in lesson one, she was concerned there was not enough time built in to also cover the objectives of each center and time for students to rotate between centers. For lesson four, she was concerned about the time allocated for the self-portrait and the video, book, and discussion activities. She also suggested that the hand stamping activity in lesson two would be easier to organize and monitor in a small group or with volunteers in the classroom to help monitor the students. Another evaluator felt there was much content to include in the daily classroom routine because it would take a bit of preparation and planning, which might be a bit time-consuming. However, she said that because it was a topic that often gets forgotten, it would be well worth the time and preparation. Lastly, the evaluators felt the overall format, and lesson structure was clear and precise, had easy to follow instructions, was fun, and contained great ideas. One evaluator said she found it very beneficial that the lessons overlapped, and the content from the previous lessons were SOCIAL JUSTICE 40 reviewed at the beginning of each lesson. Another evaluator said she was fond of the idea of the big hand collage with the students all together and felt it depended on the class and school as to how varied the skin color of the students’ hands were. She stated her class would not have much variation because of the demographics of their school, all entirely middle class, white students. She also treasured that each lesson ended with the students thinking and that as teachers, they want students to think. Adjustments The first adjustment that was made to the curriculum was in response to the evaluator, not finding a way the curriculum promoted the students to take action to create change. In lesson four, under the section labeled D. Large Group – Video, Book & Discussion – Fairness, the curriculum had the teacher discuss and brainstorm scenarios of unfairness happening among the students at their school and the ways the students could create change to make it fair for everyone. At a second-grade level, relating the children’s literature book, read as a class in lesson four, to their school scenarios and then brainstorming ideas of how to create change to make it fair seemed to have been sufficient for their age. However, the idea of adding an activity to extend further and solidify the students’ learning felt like a great addition to the curriculum. Thus, an activity was added after that discussion and brainstorming where the teacher and students together would pick one of the ways they came up with to create change at their school and try it as a class. Then, the teacher would facilitate a discussion about how the students felt in helping, what the result was of their helping, anything they noticed about their helping, and if there were anything, what they would do the next time differently. Lastly, the students would be encouraged to continue to look for ways they could create change if students at their school were SOCIAL JUSTICE 41 being mistreated and try them. More time was incorporated to allow for this additional activity in lesson four. The next adjustment was adjusting the student writing journals for each lesson to include only one question and adding to the lesson plans an open discussion about what they learned right before the students write in their journals. The last adjustments were made to the amount of time built into the sections in lessons one and four and the adjustment to include adult monitors during the hand stamping activity in lesson two. In lesson one, there were twenty-two minutes allotted for the centers activity. Twenty-three more minutes were added for a total of forty-five minutes. This extra time allows students seven and a half minutes at each center with three minutes at the beginning to cover objectives for each center and three minutes of transition time for the students between each rotation. In lesson four, nine minutes were added to the self-portrait activity, with students having thirty minutes to complete the activity rather than the previous twenty-one minutes. Twenty-one minutes were added to the section labeled D. Large Group – Video, Book & Discussion – Fairness allowing for more time for the video, reading, and discussion and time for the newly added Take Action activity. There was no adjustment made to the amount of content in the curriculum because the evaluator said social justice is a topic that is often overlooked, so it would be well worth the time and preparation. However, to help with incorporating the social justice curriculum into the regular second-grade curriculum, a suggestion was added to the introduction part of the curriculum stating that each lesson plan can be broken up by content area, language arts, social studies, and fine arts. The activities for each area can be spread out over the day or week, making SOCIAL JUSTICE 42 sure to minimize the space in between each instruction and review the previous content to refresh the students. SOCIAL JUSTICE 43 NEXT STEPS The evaluators liked the curriculum enough that they expressed their desire to teach this curriculum to their students, and they asked permission to be able to do so. Upon approval, the curriculum will be emailed to evaluators to teach and pass on to their second-grade teams. Also, having written this curriculum, another goal is for me to teach this curriculum to a class one day. SOCIAL JUSTICE 44 REFERENCES Banks, J. A. (1999). An introduction to multicultural education. Boston, MA: Allyn & Bacon. Bennett, M. (2000). Value issues in developing children’s thinking. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Classroom issues: Practice, pedagogy and curriculum [DX Reader version]. Retrieved on March 16, 2019 from https://books.google.com/ Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining and reducing children’s social stereotyping and prejudice. Current Directions in Psychological Science, 16(3), 162-166. doi:10.1111/j.1467-8721.2007.00496.x Bigler, R. S., & Wright, Y. F. (2014). Reading, writing, arithmetic, and racism? risks and benefits to teaching children about intergroup biases. Child Development Perspectives, 8(1), 18-23. doi:10.1111/cdep.12057 Cavalli-Sforza, L. L., & Feldman, M. W. (1981). Cultural transmission and evolution: A quantitative approach. Princeton, NJ: Princeton University Press. Chappell, B. (2017, June 22). Census finds a more diverse America, as Whites lag growth. NRP. Retrieved July 10, 2018 from https://www.npr.org/ Colby, S. L., & Ortman, J. M. (2015, March). Projections of the size and composition of the U.S. population: 2014 to 2060. United States Census Bureau. Retrieved July 10, 2018 from https://www.census.gov/ Collins, C. (2018, February 7). Hate at school: January 2018. Teaching Tolerance. Retrieved July 9, 2018 from https://www.tolerance.org/ SOCIAL JUSTICE 45 Cortes, C. E. (2004). Knowledge construction and popular culture: The media as multicultural educator. In J. A. Banks and C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 211-227). San Francisco, CA: Jossey-Bass. Dade, K. B. M. (2014). Infusing multicultural perspectives into the curriculum. Center for Instructional Innovation and Assessment. Retrieved April 2nd, 2019 from http://cii.wwu.edu/ DeMulder, E. K., Ndura-Ouedraogo, E., & Stribling, S. M. (2009). From vision to action: Fostering peaceful coexistence and the common good in a pluralistic society through teacher education. Peace & Change, 34(1), 27-48. doi:10.1111/j.1468-0130.2009.00532.x Derman-Sparks, L. (2006). Educating for equality: Forging a shared vision. In E. Lee, D. Menkart, & M. Okazawa-Rey (Eds.), Beyond heroes and holidays: A practical guide to k-12 anti-racist, multicultural education and staff development (pp. 13-17). Washington, DC: Teaching for Change. Dewhurst, M. (2010). An inevitable question: Exploring the defining features of social justice art education. Art education, 63(5), 6-13. Retrieved February 1, 2019 from https://www.jstor.org/journal/arteducation Donaldson, K. (2006). Taking a stand: Student-led drama and dialogue. In E. Lee, D. Menkart, & M. Okazawa-Rey (Eds.), Beyond heroes and holidays: A practical guide to k-12 anti-racist, multicultural education and staff development (pp. 326-328). Washington, DC: Teaching for Change. Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University. SOCIAL JUSTICE 46 Evans, L. S., & Gunn, A. A. (2012). It’s not just the language: Culture as an essential element in pre-service teacher education. The Journal of Multiculturalism in Education, 7(1). Retrieved December 10, 2018 from https://www.usfsp.edu Faires, N. (1996). What is a community? taking documentary photographs of urban Americans into the middle school classroom. OAH Magazine of History, 10(4), 73-76. Freedman, K. (2000). Social perspectives on art education in the U.S.: Teaching visual culture in a democracy. Studies in Art Education, 41(4), 314-329. doi:10.2307/1320676 Gomez, R. A. (1991). Teaching with a multicultural perspective. ERIC Digest. Retrieved June 27, 2018 from https://files.eric.ed.gov/fulltext/ED339548.pdf Graif, C., & Sampson, R. J. (2009). Spatial heterogeneity in the effects of immigration and diversity on neighborhood homicide rates. Homicide Stud, 13(3), 242-260. doi:10.1177/1088767909336728 Greene, M. (2007). Art and imagination: Overcoming a desperate stasis. In A. Ornstein, E. Pajak, & S. Ornstein (Eds.), Contemporary issues in curriculum (4th ed., pp. 32-38). Boston, MA: Allyn and Bacon. Gunn, A. A. (2016). Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature. Multicultural Perspectives, 18(4), 214-220. doi:10.1080/15210960.2016.1228335 Gunn, A. A., Brice, A. E., & Peterson, B. J. (2014). Ideas for the classroom: Culturally responsive teaching: Exploring children’s names and cultural identities. Childhood Education, 90(2), 174-176. doi:10.1080/00094056.2014.894836 Haberman, M. (1991). Can cultural awareness be taught in teacher education programs? Teaching Education, 4(1), 25-31. SOCIAL JUSTICE 47 Harrington, J. M. (2016). “We’re all kids!” picture books and cultural awareness. The Social Studies, 107(6), 244-256. doi:10.1080/00377996.2016.1214906 Hermans, H. J. M., & Kempen, H. J. G. (1998). Moving cultures: The perilous problems of cultural dichotomies in a globalizing society. American Psychologist, 53(10), 1111-1120. doi:10.1037/0003-066X.53.10.1111 Huynh, V. W., & Fuligni, A. J. (2010). Discrimination hurts: The academic, psychological, and physical well-being of adolescents. Journal of Research on Adolescence, 20(4), 916-941. doi:10.1111/j.1532-7795.2010.00670.x Johnson, D. W., & Johnson, R. T. (2000). Cooperative learning, values, and culturally plural classrooms. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Classroom Issues: Practice, Pedagogy and Curriculum Series: Vol. III (pp. 15-28). New York, NY: Falmer Press. Keith, N. (2010). Getting beyond anemic love: From the pedagogy of cordial relations to a pedagogy for difference. Journal of Curriculum Studies, 42(4), 539-572. Retrieved February 1, 2019 from https://www.researchgate.net/ Kim, S. K., & Kim, L. H. (2012). The need for multicultural education in South Korea. In D. A. Urias (Ed.), The immigration and education nexus (pp. 243-253). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6091-820-9_15 Kim, S. J., Wee, S-J., & Lee, Y. M. (2015). Teaching kindergartners racial diversity through multicultural literature: A case study in a kindergarten classroom in Korea. Early Education and Development, 27(3), 402-420. doi:10.1080/10409289.2015.1069110 Kutner, L. (2000). Teaching tolerance. Parenting, 14(9) 99-101. Retrieved March 16, 2018 from https://www.parenting.com/article/teaching-tolerance SOCIAL JUSTICE 48 Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 86-123). San Francisco, CA: Jossey-Bass Publishers. LaGumina, S. J. (1999). Wop!: A documentary history of anti-Italian discrimination in the United States. Montreal, Quebec: Guernica Editions. Leaper, C., & Brown, C. S. (2008). Perceived experiences with sexism among adolescent girls. Child Development, 79(3), 685-704. doi:10.1111/j.1467-8624.2008.01151.x Lee, E., Menkart, D., & Okazawa-Rey, M. (2006). Beyond heroes and holidays: A practical guide to k-12 anti-racist, multicultural education and staff development (pp. ix-xiv). Washington, DC: Teaching for Change. Lintner, T. (2005). A world of difference: Teaching tolerance through photographs in elementary school. The Social Studies, 96(1), 34-37. doi:10.3200/TSSS.96.1.34-37 Lutz, C., & Collins, J. (1994). The photograph as an intersection of gazes: The example of National Geographic. In L. Taylor (Ed.), Visualizing theory (pp. 363-384). New York, NY: Routledge. Morgan, H. (2009). Using read-alouds with culturally sensitive children’s books: A strategy that can lead to tolerance and improved reading skills. Reading Improvement, 46(1), 3-8. Nieto, S. (1994, Spring). Affirmation, solidarity, and critique: Moving beyond tolerance in multicultural education. Multicultural Education. Retrieved February 7, 2019 from http://www.sonianieto.com/ O’Neil, K. (2010). Once upon today: Teaching for social justice with postmodern picturebooks. Children’s Literature in Education, 41(1), 40-51. doi:10.1007/s10583-009-9097-9 SOCIAL JUSTICE 49 Patterson, M. M., & Bigler, R. S. (2006). Preschool children’s attention to environment messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77(4), 847-860. doi:10.1111/j.1467-8624.2006.00906.x Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), 1-17. doi:10.18251/ijme.v14il.484 Prutzman, P. (1989). Children’s creative response to conflict and bias awareness. The 4th R, 21, 7-8. Prutzman, P., & Johnson, J. (1997). Bias awareness and multiple perspectives: Essential aspects of conflict resolution. Theory into Practice, 36(1), 26-31. doi:10.1080/00405849709543741 Scott, T. J. (1999). Student perceptions of the developing world: Minimizing stereotypes of the ‘other’. The Social Studies, 90(6), 262-265. doi:10.1080/00377999909602428 Simon, F. (2017). Afterward: Inexhaustible cultural learning. Paedagogica Historica, 53(3), 342-346. doi:10.1080/00309230.2017.1281971 Smith, R. A. (1993). The question of multiculturalism. Arts Education Policy Review, 94(4), 2-18. doi:10.1080/10632913.1993.9936917 Smith, T. (2017, April 5). Fighting hate in schools. NPREd. Retrieved July 9, 2018 from https://www.npr.org/ Thomas, R. R. (1996). Redefining diversity. New York, NY: AMACOM. Tochon, F. V. & Karaman, A. C. (2009). Critical reasoning for social justice: Moral encounters with the paradoxes of intercultural education. Intercultural Education, 20(2), 135-149. doi:10.1080/14675980902922168 SOCIAL JUSTICE 50 U.S. Department of Justice Federal Bureau of Investigation. (2008, October 27). FBI releases 2007 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2009, November 29). FBI releases 2008 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2010, November 22). FBI releases 2009 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2011, November 14). FBI releases 2010 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2012, December 10). FBI releases 2011 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2013, November 25). FBI releases 2012 hate crime statistics. Retrieved June 26, 2018 from https://archives.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2014, December 8). FBI releases 2013 hate crime statistics. Retrieved June 26, 2018 from https://www.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2015, November 16). FBI releases 2014 hate crime statistics. Retrieved June 23, 2018 from https://www.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2016, November 14). FBI releases 2015 hate crime statistics. Retrieved June 23, 2018 from https://www.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2017, November 13). FBI releases 2016 hate crime statistics. Retrieved June 22, 2018 from https://www.fbi.gov/ U.S. Department of Justice Federal Bureau of Investigation. (2018, November 13). FBI releases 2017 hate crime statistics. Retrieved December 15, 2018 from https://www.fbi.gov/ Zakin, A. (2012). Hand to hand: Teaching tolerance and social justice one child at a time. SOCIAL JUSTICE 51 Childhood Education, 88(1), 3-13. doi:10.1080/00094056.2012.643709 Zevin, J. (1993). World studies in secondary schools and the undermining of ethnocentrism. The Social Studies, 84(2), 82-86. doi:10.1080/00377996.1993.9956256 SOCIAL JUSTICE 52 APPENDIX A Art-Based Social Justice Education Curriculum: Introduction and Lesson Plans that Incorporate Multicultural Children’s Literature SOCIAL JUSTICE 53 Difference in the World: Fostering Social Justice Through Art-Based Social Justice Education and Multicultural Children’s Literature Social Justice Education Curriculum Second Grade Leah Wilson WSU Master of Education Curriculum project SOCIAL JUSTICE 54 CURRICULUM RATIONALE Shifts in population are causing societies around the world to become more diverse (Chappell, 2017; Graif & Sampson, 2009; Hermans & Kempen, 1998; Johnson & Johnson, 2000; Tochon & Karaman, 2009). Cultural differences are requiring members of communities to gain knowledge and understanding of other cultures (Simon, 2017). This knowledge and understanding is best gained when individuals are younger because children’s beliefs and attitudes are harder to reshape as they get older (Gomez, 1991; Haberman, 1991; Kutner, 2000; Patterson & Bigler, 2006). A focus on difference and lack of knowledge of other cultures, knowledge that does not come automatically, is leading to conflict and violence (DeMulder et al., 2009; Johnson & Johnson, 2000). This lack of knowledge and unhealthy interactions with people of other cultures puts children at risk of fear, prejudice, and intolerant attitudes that lead to conflict and violence, making education of other cultures a necessity by first and second grades before bias becomes too deep-rooted (Derman-Sparks, 2006; Kutner, 2000; Lintner, 2005; Prutzman, 1989; Prutzman & Johnson, 1997). Students are being instructed in multicultural education; however, that education is not always being taught to students at the social justice level (Gunn, 2016; Harrington, 2016; Kim & Kim, 2012; Lintner, 2005; Nieto, 1994; Zakin, 2012). There is a need to support social justice education that incorporates art and multicultural children’s literature in education because it not only allows students to see themselves and others, consider different points of view, and helps them to reflect on and overcome negative stereotypes, but it also empowers students to see different ways of life, and how students might create change (O’Neil, 2010). The purpose of this curriculum is to provide second-grade teachers accessible art-based social justice education that can easily be incorporated in combination with their current SOCIAL JUSTICE 55 educational curriculum. The curriculum is designed to provide teachers an effective way to teach social justice concepts through art-based activities and multicultural children’s literature in a series of six lesson plans. The lesson plans are presented through a fun, creative, and an easy to teach approach to minimize teachers’ and students’ fears and discomfort that can typically come from addressing social justice topics in the classroom (Keith, 2010; Ladson-Billings, 1999; Morgan, 2009). The curriculum adapts strategies and activities from Zakin (2012)’s art-based social justice education study that incorporated multicultural children’s literature with the addition of other content and activities, recognizing that there is more to culture than just race but for this curriculum, the focus will be on race, specifically looking at skin color, like Zakin’s (2012) study. CURRICULUM OVERVIEW In this curriculum students will: • Be reinforced on the ideas of family, culture, community, and the similarities and differences among people from small communities to places around the world. • Learn to see themselves and others • Consider differing viewpoints • Cultivate an understanding of and respect for others • Reflect on negative stereotypes • See different ways of life and ways to create change The curriculum covers three content areas which include social studies, fine arts, and language arts with a total of four to seven core standards addressed in each lesson of the curriculum from these content areas. Each lesson plan may be broken up by content area and can be taught at different times throughout the day or over a few days as long as the break in between each content area is not too long and there is a review of the previous activities and content that was taught to refresh the students. SOCIAL JUSTICE 56 The lessons will consist of the students completing a question in their student participant journals at the beginning and end of the curriculum to determine each students’ initial and final comfort levels and attitudes toward others who are different from them; reading and discussing as a whole class some multicultural children’s literature books about the many ways children are different and the same, eventually narrowing to a focus on skin color; learning about fairness and what to do when something is unfair, participating in and having some discussions about some art-based social justice activities that will reinforce the concepts they will have learned through the readings and discussions; and answering questions related to each lesson in their student writing journals. The activities will include the mixing of paint to create their skin color, using that paint to generate hand stamps and hand silhouettes and to form their self-portrait. Students will draw their experiences with diversity and what they have learned through the lessons on their quilt block. Each students’ quilt blocks will be sewn/placed into a quilt and the students will respond to the overall quilt and their classmates’ drawings. They will then answer a couple more questions in their student writing journals based on the quilt. There are a variety of ways students will be assessed. These include formative assessments through observations of student responses through the lessons during discussions, think-pair-shares, a beach ball toss game, musical partners; and summative assessments through artwork, presentations, and writings in their journals. STANDARDS FOR SOCIAL JUSTICE EDUCATION CURRICULUM Social Studies – Culture Standard 2.1.1 Students will recognize and describe how people within their community, state, and nation are both similar and different. 1. Examine and identify cultural differences within the community. Fine Arts – Visual Arts – Create Standard 2.V.CR.1 Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and SOCIAL JUSTICE 57 evaluation. 1. Brainstorm multiple approaches to an art or design problem, and make art or design with various materials and tools to explore personal interests, questions, and curiosity. Fine Arts – Visual Arts – Respond Standard 2.V.R. Students will understand, evaluate, and articulate how works of art convey meaning for the observer as well as the creator. Reading - Literature Standard 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Standard 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Writing Standard 2.8 Recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening Standard 2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. BIG IDEAS By the end of the six lessons, students should be able to demonstrate the following competencies: 1. Consistently identify and explain the ways people are both similar and different. 2. Accurately recognize and consistently explore general and cultural differences among themselves and others and what those differences can do to help build their classroom/community. 3. Endlessly embrace others’ ideas, broadening their viewpoints 4. Continuously seek to understand and respect others 5. Persistently reflect on and overcome negative stereotypes 6. Regularly accept different ways of life and develop ways to create change 7. Frequently recognize elements and principles of visual arts through pictures in books, their own and others’ art, etc. 8. Precisely pull details from pictures, stories, experiences, etc. and discuss, answer questions, and write about the information gained. ESSENTIAL QUESTIONS 1. How are people around the world different and the same? 2. How are we, from different cultures, the same? How are we different? 3. How can the ways we are alike and different help each of us work together and build each other? How would it help you and your classmates work together to build each other? 4. What does fairness mean to you? 5. What would you do if you saw that something was not fair? SOCIAL JUSTICE 58 6. How would make things fair or equal every day? CURRICULUM VOCABULARY These are some of the vocabulary that will be used during each lesson. Review through brief definitions of the words for that given lesson and any other vocabulary words you think the students may need to increase their understanding during the lesson. Where possible, if you can provide a visual, that will help some of the lower students, ELL students, and those with special needs. There may be more vocabulary you may feel it necessary to review with the students within the books you read to them which you can add during the lesson too. Lesson 1 stereotype student writing journal culture different/alike and different/same comfort levels skin color/tone elements and principles of art (line, shape, color, space, etc.) Lesson 2 stereotype skin color/tone hand stamp/stamping gallery walk elements and principles of art (line, shape, color, space, etc.) different/alike and different/same diversity student writing journal Lesson 3 stereotype hand silhouettes skin color/tone elements and principles of art (line, shape, color, space, etc.) gentle alike and different accept and understand student writing journal SOCIAL JUSTICE 59 Lesson 4 stereotype elements and principles of art (line, shape, color, space, etc.) self-portrait different/alike and different/same skin color/tone fairness/unfair segregation co-responsibility – idea if recognizing when you see something is unfair and what to do to change it student writing journal Lesson 5 stereotype moccasins elements and principles of art (line, shape, color, space, etc.) diversity quilt block student writing journal Lesson 6 stereotype elements and principles of art (line, shape, color, space, etc.) diversity difference/similarity, different/same, and alike and different skin color/tone accept and understand student writing journal CURRICULUM ADAPTATIONS AND MODIFICATIONS There are many parts of the curriculum that can be modified and/or adapted to fit the needs of the students within your classroom and/or increase the ease of delivering the lessons, as long as the modifications, changes, and/or adaptations do not change the meaning and intent behind each lesson and the overall curriculum. Some ideas could be to change or add some books to fit specific social justice concepts that might be more of an issue within the classroom/school/district you teach in. A change to the quilt idea would be to have the students draw their experiences with diversity on a piece of paper, frame it with another piece of paper, SOCIAL JUSTICE 60 and then tape them on the wall in a quilt fashion for the students to react to in lesson number six instead of doing material quilt blocks and sewing the quilt together. ***** Before teaching any of the curriculum, think about the negative stereotypes of people you may have been exposed to and taught while growing up (through school, home, community, etc.) that you might continue to pass on to your students without realizing it. Try to be careful not to pass those negative stereotypes along to your students. Also, during the lessons, if you notice any students bringing up from readings, etc. or stereotyping others during your lessons, kindly state that we should be careful not to lump-sum everyone belonging to a particular culture, group, etc. and assume they all are that way or do things the same way to help dispel those negative stereotypes. In very simple terms, help students to know that it is important to get to know people before we ever make any assumptions because most often, once we get to know them, those assumptions are untrue. REFERENCES Chappell, B. (2017, June 22). Census finds a more diverse America, as Whites lag growth. NRP. Retrieved July 10, 2018 from https://www.npr.org/ DeMulder, E. K., Ndura-Ouedraogo, E., & Stribling, S. M. (2009). From vision to action: Fostering peaceful coexistence and the common good in a pluralistic society through teacher education. Peace & Change, 34(1), 27-48. doi:10.1111/j.1468-0130.2009.00532.x SOCIAL JUSTICE 61 Derman-Sparks, L. (2006). Educating for equality: Forging a shared vision. In E. Lee, D. Menkart, & M. Okazawa-Rey (Eds.), Beyond heroes and holidays: A practical guide to k-12 anti-racist, multicultural education and staff development (pp. 13-17). Washington, DC: Teaching for Change. Gomez, R. A. (1991). Teaching with a multicultural perspective. ERIC Digest. Retrieved June 27, 2018 from https://files.eric.ed.gov/fulltext/ED339548.pdf Graif, C., & Sampson, R. J. (2009). Spatial heterogeneity in the effects of immigration and diversity on neighborhood homicide rates. Homicide Stud, 13(3), 242-260. doi:10.1177/1088767909336728 Gunn, A. A. (2016). Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature. Multicultural Perspectives, 18(4), 214-220. doi:10.1080/15210960.2016.1228335 Haberman, M. (1991). Can cultural awareness be taught in teacher education programs? Teaching Education, 4(1), 25-31. Harrington, J. M. (2016). “We’re all kids!” picture books and cultural awareness. The Social Studies, 107(6), 244-256. doi:10.1080/00377996.2016.1214906 Hermans, H. J. M., & Kempen, H. J. G. (1998). Moving cultures: The perilous problems of cultural dichotomies in a globalizing society. American Psychologist, 53(10), 1111-1120. doi:10.1037/0003-066X.53.10.1111 Johnson, D. W., & Johnson, R. T. (2000). Cooperative learning, values, and culturally plural classrooms. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Classroom Issues: Practice, Pedagogy and Curriculum Series: Vol. III (pp. 15-28). New York, NY: Falmer Press. SOCIAL JUSTICE 62 Keith, N. (2010). Getting beyond anemic love: From the pedagogy of cordial relations to a pedagogy for difference. Journal of Curriculum Studies, 42(4), 539-572. Retrieved February 1, 2019 from https://www.researchgate.net/ Kim, S. K., & Kim, L. H. (2012). The need for multicultural education in South Korea. In D. A. Urias (Ed.), The immigration and education nexus (pp. 243-253). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6091-820-9_15 Kutner, L. (2000). Teaching tolerance. Parenting, 14(9) 99-101. Retrieved March 16, 2018 from https://www.parenting.com/article/teaching-tolerance Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 86-123). San Francisco, CA: Jossey-Bass Publishers. Lintner, T. (2005). A world of difference: Teaching tolerance through photographs in elementary school. The Social Studies, 96(1), 34-37. doi:10.3200/TSSS.96.1.34-37 Morgan, H. (2009). Using read-alouds with culturally sensitive children’s books: A strategy that can lead to tolerance and improved reading skills. Reading Improvement, 46(1), 3-8. Nieto, S. (1994, Spring). Affirmation, solidarity, and critique: Moving beyond tolerance in multicultural education. Multicultural Education. Retrieved February 7, 2019 from http://www.sonianieto.com/ O’Neil, K. (2010). Once upon today: Teaching for social justice with postmodern picturebooks. Children’s Literature in Education, 41(1), 40-51. doi:10.1007/s10583-009-9097-9 SOCIAL JUSTICE 63 Patterson, M. M., & Bigler, R. S. (2006). Preschool children’s attention to environment messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77(4), 847-860. doi:10.1111/j.1467-8624.2006.00906.x Prutzman, P. (1989). Children’s creative response to conflict and bias awareness. The 4th R, 21, 7-8. Prutzman, P., & Johnson, J. (1997). Bias awareness and multiple perspectives: Essential aspects of conflict resolution. Theory into Practice, 36(1), 26-31. doi:10.1080/00405849709543741 Simon, F. (2017). Afterward: Inexhaustible cultural learning. Paedagogica Historica, 53(3), 342-346. doi:10.1080/00309230.2017.1281971 Tochon, F. V. & Karaman, A. C. (2009). Critical reasoning for social justice: Moral encounters with the paradoxes of intercultural education. Intercultural Education, 20(2), 135-149. doi:10.1080/14675980902922168 Zakin, A. (2012). Hand to hand: Teaching tolerance and social justice one child at a time. Childhood Education, 88(1), 3-13. doi:10.1080/00094056.2012.643709 SOCIAL JUSTICE 64 SOCIAL JUSTICE 65 SOCIAL JUSTICE 66 SOCIAL JUSTICE 67 SOCIAL JUSTICE 68 SOCIAL JUSTICE 69 SOCIAL JUSTICE 70 SOCIAL JUSTICE 71 SOCIAL JUSTICE 72 SOCIAL JUSTICE 73 SOCIAL JUSTICE 74 SOCIAL JUSTICE 75 SOCIAL JUSTICE 76 SOCIAL JUSTICE 77 SOCIAL JUSTICE 78 SOCIAL JUSTICE 79 SOCIAL JUSTICE 80 SOCIAL JUSTICE 81 SOCIAL JUSTICE 82 SOCIAL JUSTICE 83 SOCIAL JUSTICE 84 SOCIAL JUSTICE 85 SOCIAL JUSTICE 86 APPENDIX B Student Writing Journal SOCIAL JUSTICE 87 STUDENT WRITING JOURNAL Student Participant #: ___________________ Date: _____________ Picture from https://refugeeresettlementwatch.wordpress.com/tag/multiculturalism/ SOCIAL JUSTICE 88 Student Participant #: ___________________ Date: _____________ 1 STUDENT WRITING JOURNAL Baseline 1. When you see people different than you – they may wear different clothes than you, speak differently than you, and eat different foods than you do – how does that make you feel? Do you feel comfortable when people are different from you, somewhat comfortable when people are different from you, or not comfortable at all when others are different from you? Circle only one face that shows how you feel and explain by writing how it makes you feel below. Question adapted from Lintner (2005). Graphic adapted from https://www.google.com Comfortable Somewhat Comfortable Not Comfortable SOCIAL JUSTICE 89 Student Participant #: ___________________ Date: _____________ 2 STUDENT WRITING JOURNAL Lesson 1 1. What do you think about skin color? Write what you think. SOCIAL JUSTICE 90 Student Participant #: ___________________ Date: _____________ 3 STUDENT WRITING JOURNAL Lesson 2 1. How did seeing you and your classmates’ handstamps with different skin colors make you feel? Write about how you feel. SOCIAL JUSTICE 91 Student Participant #: ___________________ Date: _____________ 4 STUDENT WRITING JOURNAL Lesson 3 1. What do you think about the skin color of hands and what hands can do? Write what you think. SOCIAL JUSTICE 92 Student Participant #: ___________________ Date: _____________ 5 STUDENT WRITING JOURNAL Lesson 4 1. What do you think about fairness, and what would you do if something was unfair? Write what you think. SOCIAL JUSTICE 93 Student Participant #: ___________________ Date: _____________ 6 STUDENT WRITING JOURNAL Lesson 5 1. What did you think about the poster of the moccasins called “All Roads Are Good?” and the poster you and your classmates created with all your hands? Write what you think. SOCIAL JUSTICE 94 Student Participant #: ___________________ Date: _____________ 7 STUDENT WRITING JOURNAL Final 1. When you see people different than you – they may wear different clothes than you, speak differently than you, and eat different foods than you do – how does that make you feel? Do you feel comfortable when people are different from you, somewhat comfortable when people are different from you, or not comfortable at all when others are different from you? Circle only one face that shows how you feel and explain by writing how it makes you feel below. Question adapted from Lintner (2005). Graphic adapted from https://www.google.com Comfortable Somewhat Comfortable Not Comfortable SOCIAL JUSTICE 95 Student Participant #: ___________________ Date: _____________ 8 STUDENT WRITING JOURNAL Quilt 1. In learning about diversity and people different from you, what do you think about the quilt? Write about how you feel. 2. Can you see the diversity of your class through the quilt? Can you see any ways you might be different from each other? Can you see how you might be the same? Write about how you and your class might be different and how you and your class might be the same. The things I see that are different are: The things that are the same are: SOCIAL JUSTICE 96 APPENDIX C Quilt Block and Quilt Templates SOCIAL JUSTICE 97 Template for Whole Class Handprint Collage Quilt Block SOCIAL JUSTICE 98 Template for Individual Student’s Quilt Block Student’s Drawing of Experiences with Diversity SP1 Colored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material Border Colored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material BorderColored Print Material Border Colored Print Material Border Colored Print Material Border SOCIAL JUSTICE 99 Template for Quilt SP1 SP6 SP3 SP4 SP5 SP2 SP11 SP8 SP9 Sp10 SP7 SP12 SP17 SP18 SP15 SP16 SP13 SP14 SP23 SP20 SP21 SP24 SP19 SP22 SP29 SP26 SP27 SP30 SP25 SP28 Patterned Print Material Border Patterned Print Material Border Patterned PrPatterned PrPatterned PrPatterned Print Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Borderint Material Border Patterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material BorderPatterned Print Material Border SOCIAL JUSTICE 100 APPENDIX D Curriculum Evaluator Rubric SOCIAL JUSTICE 101 SOCIAL JUSTICE 102 SOCIAL JUSTICE 103 SOCIAL JUSTICE 104 SOCIAL JUSTICE 105 SOCIAL JUSTICE 106 SOCIAL JUSTICE 107 SOCIAL JUSTICE 108 APPENDIX E IRB Permission Letter SOCIAL JUSTICE 109