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Discourse: Studies in the Cultural Politics of Education Volume 31, 2010 - Issue 3
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Articles

Social justice storytelling and young children's active citizenship

Louise G. Phillips Faculty of Education, University of Southern Queensland, PO Box 4196, Springfield Central, Queensland, 4300, AustraliaCorrespondence[email protected]
Pages 363-376 | Published online: 29 Jun 2010

Citations (20)

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Read on this site (9)

Roxanne Finn & Louise Gwenneth Phillips. (2023) On the certainty of entanglements with ecocide: pragmatic action for responsive pedagogy inspired by ecological psychology and permaculture. Educational Review 75:1, pages 115-133.
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Anette Emilson & Liselotte Eek-Karlsson. (2022) Doing belonging in early childhood settings in Sweden. Early Child Development and Care 192:14, pages 2234-2245.
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Louise Gwenneth Phillips, Jenny Ritchie & Francisco Perales. (2019) Surveying support for child and youth political participation in Australia and New Zealand. Citizenship Studies 23:5, pages 460-485.
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Andrew Hickey & Tanya Pauli-Myler. (2019) The constraints of youth: young people, active citizenship and the experience of marginalisation. Discourse: Studies in the Cultural Politics of Education 40:3, pages 372-385.
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Katy Swalwell & Katherina A. Payne. (2019) Critical Civic Education for Young Children. Multicultural Perspectives 21:2, pages 127-132.
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Olof Franck & Christina Osbeck. (2018) Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics. Education 3-13 46:2, pages 133-142.
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Louise Phillips. (2012) Emergent Motifs of Social Justice Storytelling as Pedagogy. Storytelling, Self, Society 8:2, pages 108-125.
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Louise Phillips. (2011) Possibilities and Quandaries for Young Children's Active Citizenship. Early Education and Development 22:5, pages 778-794.
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Jo Ailwood, Jo Brownlee, Eva Johansson, Charlotte Cobb-Moore, Sue Walker & Gillian Boulton-Lewis. (2011) Educational policy for citizenship in the early years in Australia. Journal of Education Policy 26:5, pages 641-653.
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Articles from other publishers (11)

Aijuan Cun. (2023) Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds. Written Communication 40:4, pages 1113-1143.
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Anna-Maija Puroila, Anette Emilson, Hrönn Pálmadóttir, Barbara Piškur & Berit Tofteland. (2021) Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image. European Educational Research Journal 22:3, pages 325-346.
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Sunmin Lee, Jennifer Keys Adair, Katherina A. Payne & David Barry. (2021) Revisioning Fairness as Social Justice in Early Childhood Education. Early Childhood Education Journal 50:7, pages 1083-1095.
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Christina Hajisoteriou, Petros Panaou & Panayiotis Angelides. (2021) Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination. British Educational Research Journal 48:2, pages 253-271.
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Yvonne M Paujik, Melinda Miller, Megan Gibson & Kerryann Walsh. (2020) ‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices. Global Studies of Childhood 11:3, pages 265-280.
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Roopa Bala Singh. (2021) A Critical Yoga Studies Approach to Grappling with Race: Introducing “Racial Tourism,” “Racial Mobilities,” and “Justice Storytelling” in the Context of Racial Fraud in the Academy. Genealogy 5:2, pages 44.
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Katherina A. Payne, Jennifer Keys Adair, Kiyomi Sanchez Suzuki Colegrove, Sunmin Lee, Anna Falkner, Molly McManus & Shubhi Sachdeva. (2019) Reconceptualizing civic education for young children: Recognizing embodied civic action. Education, Citizenship and Social Justice 15:1, pages 35-46.
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Lyndal O’Gorman. 2019. School Spaces for Student Wellbeing and Learning. School Spaces for Student Wellbeing and Learning 39 54 .
Louise Gwenneth Phillips & Kerryn Moroney. (2017) Civic Action and Learning with a Community of Aboriginal Australian Young Children. Australasian Journal of Early Childhood 42:4, pages 87-96.
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Louise Gwenneth Phillips & Wajuppa Tossa. (2016) Intergenerational and intercultural civic learning through storied child‐led walks of Chiang Mai. Geographical Research 55:1, pages 18-28.
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Kiyomi Sánchez-Suzuki Colegrove & Jennifer Keys Adair. (2014) Countering Deficit Thinking: Agency, Capabilities and the Early Learning Experiences of Children of Latina/o Immigrants. Contemporary Issues in Early Childhood 15:2, pages 122-135.
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