Teaching about the Universal Declaration of
Human Rights, which was adopted by the United Nations
General Assembly in 1948, is one way to support students’
learning about issues of fairness. However, learning about
this document is not enough. Students need to have expe￾riences where they explore issues of justice and equity in
order to learn about respect and dignity for others. The
present study explored an arts-based project in a kinder￾garten classroom about the Universal Declaration of
Human Rights Article 26—The Right to Education. Over
the course of several months, nineteen kindergarten stu￾dents learned about educational inequities around the world
and specifically about an under-resourced partner school in
El Salvador. Children’s literature about human rights
became the catalyst for critical conversations, written
responses, and drawings inspiring action. Students worked
to address injustice by screen printing images they drew
about their beliefs regarding a child’s right to education on
fabric banners to raise awareness about school inequity.
These banners were then displayed in their school and in
the partner school. Overall findings from students’ dis￾cussions, writing, illustrations, and interviews indicated
that the kindergartners were able to recognize their own
rights and educational privilege. Through the project they
demonstrated active citizenship centered on care and
sought further connections with children at the partner
school. In using arts-based service learning, educators
involved in the study discovered how art can be used as a
creative process and a teaching method to support young
learners raising awareness about global inequities.

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Perpustakaan FITK Pusat

Tersedia

• Banners for Books: ‘‘Mighty-Hearted’’ Kindergartners Take Action through Arts-Based Service Learning

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