THE PROMOTION OF SOCIAL AWARENESS

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1 THE PROMOTION OF SOCIAL AWARENESS Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice Robert L. Selman Russell Sage Foundation New York

2 The Russell Sage Foundation The Russell Sage Foundation, one of the oldest of America s general purpose foundations, was established in 1907 by Mrs. Margaret Olivia Sage for the improvement of social and living conditions in the United States. The Foundation seeks to fulfill this mandate by fostering the development and dissemination of knowledge about the country s political, social, and economic problems. While the Foundation endeavors to assure the accuracy and objectivity of each book it publishes, the conclusions and interpretations in Russell Sage Foundation publications are those of the authors and not of the Foundation, its Trustees, or its staff. Publication by Russell Sage, therefore, does not imply Foundation endorsement. BOARD OF TRUSTEES Robert E. Denham, Chair Alan S. Blinder Christine K. Cassel Thomas D. Cook Larry V. Hedges Jennifer L. Hochschild Timothy A. Hultquist Kathleen Hall Jamieson Melvin Konner Ellen Condliffe Lagemann Cora B. Marrett Eugene Smolensky Eric Wanner Mary C. Waters Library of Congress Cataloging-in-Publication Data Selman, Robert L. The promotion of social awareness : powerful lessons from the partnership of developmental theory and classroom practice / Robert L. Selman. p. cm. Includes bibliographical references and index. ISBN Educational sociology. 2. Socialization. 3. Social skills Study and teaching United States. 4. Interpersonal relations Study and teaching United States. I. Title. LC192.4.S dc Copyright 2003 by Russell Sage Foundation. All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Reproduction by the United States Government in whole or in part is permitted for any purpose. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences Permanence of Paper for Printed Library Materials. ANSI Z Text design by Suzanne Nichols RUSSELL SAGE FOUNDATION 112 East 64th Street, New York, New York

3 Contents About the Authors Preface and Acknowledgments ix xi Chapter 1 Introduction 1 PART I Chapter 2 Chapter 3 Chapter 4 How Children Develop Their Awareness of Risks and Social Relationships: Lessons from Theory 11 Social Awareness: The Growth of Interpersonal Understanding 13 Intimacy and Autonomy: Social Strategies and Interpersonal Orientation 26 Risk, Relationship, and the Importance of Personal Meaning 40 PART II Chapter 5 Chapter 6 Chapter 7 Connecting Children s Literature and Social Awareness: Lessons from Practice 61 Voices of Love and Freedom: The Birth and Early Years of a Literature-Based Character Education Program 63 Putting Literacy and Values into Classroom Practice: Two Teachers and a Lesson Plan 81 The Everyday Lives of Teachers: A New Focus for Practice-Based Research 98

4 vi Contents PART III Chapter 8 Chapter 9 Chapter 10 Promoting and Analyzing Teachers Understanding of Students Social Awareness: Lessons from Iceland 111 Supporting Teachers Professional Development 113 with Sigrun Adalbjarnardotttir Teachers Reflections on Promoting Social Competence: Moving Back to Boston 128 with Sigrun Adalbjarnardotttir Terms of Engagement: Personal Meaning and the Professional Lives of Teachers 147 with Carolina Buitrago and Sigrun Adalbjarnardotttir PART IV Chapter 11 Chapter 12 Chapter 13 Researching the Social and Ethical Awareness of Students: Lessons from a Fifth-Grade Classroom 171 To Connect: A Teacher s Pedagogical Vision and Her Empowerment of Students Points of View 173 The Power of Peers: Communication, Engagement, and Commitment 190 Push Them Back Versus Forget About It : Developmental and Cultural Attunement to Students Strategies for Dealing with Prejudice and Discrimination 213 PART V Chapter 14 Chapter 15 Deepening Social Awareness and Literacy Skills: Lessons from the Integration of Developmental Theory, Research, and Classroom Practice 229 Bridging the Gap: Connecting Social Awareness to Literacy Practice 231 with Amy J. Dray The Power of Persuasion: Who Is the Audience and Where Does It Stand? 251 with Amy J. Dray

5 Chapter 16 Contents Thinking Like a Developmentalist: Understanding Social Awareness Through Its Promotion and Assessment 267 vii Notes 283 References 307 Index 319

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