Lesson Resource: Global Literature as a source for Social Justice Education

Social Studies and Social Justice 

One of the main purposes of social studies is to prepare students to be active citizens in our society and in our world. Through the study of individuals, communities and the environment, both currently and throughout history, students are able to take a critical stance on issues and to see how they are connected to them. Inherent in this is the need to develop a sense of global awareness and perspective on issues which affect us as Canadian and global citizens. As our world becomes increasingly connected and interdependent, it is essential that our students develop an understanding of different issues and how their lives are tied to these issues.

What is Global Literature?

Introducing global literature into the classroom is an effective method for engaging students in discussing diversity and understanding the perspectives of others. These multicultural and critical texts can serve as both the precursor and the content for lessons of social justice. Global literature introduces students to new ideas and also connects personal feelings to the concepts being discussed. The students’ understanding of the world, and their role within it, are intended to be challenged and developed through these interactions.

Global literature also involves questioning and developing a critical orientation towards injustice. Through reading and analysing texts which centre on different types of injustices, students come to respect and understand the individuals affected by injustice. Ideally, students will be inspired and feel empowered to take action to help solve them. This adds a great deal of authenticity to lessons and helps students to understand themselves. The on-going focus on the connection between the self, global texts and the world assists in both reading comprehension and the ability to see the ‘bigger picture’ of citizenship on a global scale.

How do I Integrate Global Literature?

Inquiry-focussed lessons provide an engaging format for students to take ownership of their work and to guide the direction of their own learning. Since the purpose of global literature is to connect students with issues that matter to them, giving them authentic control over their learning is essential. This can be modified across the grade levels, varying only the amount of direct support and guidance the students require. In this article, students as young as grade 3 are able to engage with global literature and develop an understanding of environmental issues.

In the unit my group and I are developing for the Teaching Social Studies course, our focus on perspective and conflict in the grade 5 curriculum allows us the opportunity to engage our students with global literature. Learning to see conflict from different perspectives, at both the local (e.g. bullying) and global (e.g. war) level, connects students with issues and presents them with skills and ideas for achieving resolutions. Empowering our students to be leaders and to manage conflict are abilities we believe to be highly valuable and practical.


Suggested Future Reading:
http://www.socstrpr.org/wp-content/uploads/2011/12/ms-06339_Agarwal-4.pdf
http://www.tandfonline.com/doi/full/10.1080/00377996.2011.601358#tabModule