Reading Beyond the Book

Abstract

In this paper, the authors specifically consider what it means to engage as a critical white social educator of young, racially diverse children. They document how one third-grade teacher–Ms. Honey, a thirty-something white woman–used diverse books as a springboard to cultivate a more critical curriculum. The authors demonstrate how, as the focal teacher centered on pressing and historical social issues–including systemic racism –in her curriculum, classroom, and community, she also re-learned (hi)stories herself. In the findings, the authors demonstrate how Ms. Honey carefully led children through a read-aloud within an integrated social studies and literacy unit. The authors frame Ms. Honey’s actions as a critical social educator and, in doing so, they highlight the messy, seemingly imperfect work required to engage as a critical social educator.