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"This edited collection highlights the value of contemporary Canadian literature for addressing issues of social justice in elementary, middle school, and high school classrooms. The collection describes how a group of teachers selected Canadian social justice literature and developed curriculum around this literature. The authors also explore the complexities teachers face in addressing controversial and sensitive topics with their students. The chapters, many co-authored by participating teachers, offer insight into the potential and the challenges of making these curricular and pedagogical changes in the classroom to promote equity, empathy, and social awareness in students. The chosen texts address a variety of issues related to social justice, including discrimination, historical marginalization, racial and gender intolerance, sexual orientation, and language and cultural issues. Although the study focused on teaching Canadian texts, the stories address possibilities for developing culturally sensitive curricula and empowering pedagogies."--
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