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Fostering Social Justice Awareness through Classic Children's Literature in the EFL Classroom: Insights from an Observational Study at an International Kindergarten
Abstract
Guided by Paulo Freire's critical pedagogy, this qualitative observational study examines how children's literature can sensitize EFL kindergarteners to race, disability, and gender inequalities in an international kindergarten in Switzerland. Participants included one kindergarten teacher and fifteen EFL learners aged five to six. Data were collected through the observation of four literature-based lessons, student artifacts, field notes and interviews with the teacher. Thematic analysis revealed four themes: i) Cracks in gender stereotypes, ii) Beyond visible disabilities, iii) Celebrating racial diversity, and, iv) Understanding empathy. Findings suggest classic children's literature can foster young EFL learners' awareness of overt and covert oppressions related to gender, disability and race by simplifying abstract concepts through relatable narratives and triggering critical discussions.
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