| Norline R. Wild, PhD | ORCID | Niagara University |
I have no known conflict of interest to disclose. The Institutional Review Board at the author’s University approved this study on 4/22/2024. The case number is 2024-053. I would like to express my deep gratitude to my students who embraced the opportunity to connect with picturebooks and to develop personally and professionally.
This article argues that picturebooks can be powerful tools for promoting social justice in higher education. While often overlooked as texts for only young children, their engaging narratives can foster social awareness, critical thinking, and transformative learning among university students. Drawing from a study in a first-year social justice course, this article uses students’ voices to highlight how leading read-alouds themselves contributed to the cultivation of their critical consciousness. Participants gained personal insights, challenged biases, and strengthened their commitment to identity, diversity, justice, and action. This work demonstrates that accessible mediums like picturebooks can be an innovative practice for fostering deeper engagement and understanding of complex social justice issues in higher education contexts.
Keywords: Reading Instruction; Reading Material Selection; Picture Books; Social Justice; Oral Reading; Consciousness RaisingWhy would a university professor integrate picturebooks into their courses? And why would students thoughtfully share read-alouds with their classmates? To many, these activities may not possess academic rigor. This article argues that stories are a powerful medium for promoting social justice in higher education.
Picturebooks serve as dynamic tools, offering rich opportunities to cultivate crucial social awareness and critical thinking (Freire, 2018; Vasquez et al., 2019). Picturebooks are “highly sophisticated aesthetic objects” which “combine words and visual images (and occasionally other modalities) in complicated ways” (Sipe, 2011, p. 4). The text and illustrations have a synergistic relationship in which one is incomplete without the other, supporting the use of the compound word picturebook rather than picture book (Sipe, 2011).
Despite being frequently seen as texts for young children, picturebooks offer profound opportunities for cultivating critical consciousness among university students. Freire (2018) emphasized that critical consciousness involves not only reading the word but also reading the world; picturebooks support this by pairing compelling narratives with powerful visuals that illuminate complex social realities. Through characters, plotlines, and illustrations, picturebooks can disrupt dominant narratives and help readers question taken-for-granted assumptions about identity, power, and justice.
For example, picturebooks that center historically marginalized communities can help students recognize systems of oppression and privilege while also highlighting stories of resilience, resistance, and joy (Bishop, 1990; Hosseini et al., 2025). In this way, picturebooks foster empathy and perspective-taking by inviting readers into the lived experiences of others. This multimodal engagement is especially impactful for undergraduate students who are still developing their capacities for critical reflection, as the combination of text and image can make abstract concepts like systemic racism or environmental justice more concrete and emotionally resonant.
Moreover, picturebooks facilitate connections between personal and societal issues. As students encounter stories about migration, disability, climate change, or economic inequality, they can relate these narratives to their own lives and communities. This alignment between personal experience and broader social concerns is central to critical consciousness, as it helps students see themselves as agents of change rather than passive observers. Through discussion, reflection, and creative response, picturebooks can thus serve as catalysts for action and advocacy (Learning for Justice, 2022; Hosseini et al., 2025).
In higher education contexts, where students are expected to engage in complex analysis of social issues, picturebooks provide an accessible yet sophisticated way to scaffold their understanding. They offer rich opportunities to interrogate representation, language, and visual symbolism, allowing students to practice close reading skills while also reflecting on their own positionalities. When carefully selected, picturebooks can challenge stereotypes, highlight intersectionality, and encourage students to imagine more just futures (Flores et al., 2019; Wild, 2023).
Ultimately, picturebooks support the development of critical consciousness by inviting students to engage cognitively, affectively, and imaginatively with social justice themes. They help students “read the world” in new ways, prompting them to question inequitable structures and consider their responsibilities within them (Freire, 2018; Hosseini et al., 2025). As such, picturebooks are particularly well-suited for courses that aim to cultivate not only awareness of injustice but also a commitment to transformative action.
While research has highlighted the importance of critical pedagogy and social justice education in higher education, there remains a pressing need for innovative, accessible, and engaging instructional practices. Traditional approaches that rely primarily on lectures, dense academic texts, or abstract theoretical discussions may inadvertently alienate students or limit their capacity to connect course content with real-world issues. In contrast, story-based, multimodal approaches—such as the use of picturebooks—can help bridge the gap between theory and lived experience, making social justice content more meaningful and memorable (Crawford et al., 2019; Burbank et al., 2025).
Innovation in teaching is also necessary to address the diverse backgrounds, learning preferences, and prior knowledge that students bring to higher education classrooms. Many first-year students, particularly those who are first-generation, multilingual, or from historically marginalized communities, may not see themselves reflected in traditional course materials. Picturebooks can counter this by offering mirrors, windows, and sliding glass doors (Bishop, 1990) that affirm students’ identities while also expanding their understanding of others. In this way, picturebooks align with inclusive teaching practices that seek to validate multiple ways of knowing and being.
Furthermore, innovative pedagogical approaches are needed to meet the demands of a rapidly changing world. As global challenges such as climate change, migration, and systemic racism intensify, students must be prepared not only to understand these issues but also to respond with empathy, creativity, and critical insight. Picturebooks are powerful tools for fostering these dispositions because they invite students to engage emotionally as well as intellectually. By prompting students to “feel with” characters and communities, picturebooks can inspire a sense of urgency and responsibility that motivates action.
Finally, innovation is essential for sustaining educators’ own engagement with social justice teaching. Incorporating picturebooks into higher education can reinvigorate instructors’ practice, offering new ways to spark discussion, encourage collaboration, and support reflective writing or creative projects. Rather than viewing picturebooks as a novelty or as texts suited only for early childhood or elementary classrooms, this article contends that they are valuable pedagogical tools for higher education as well—particularly in courses that center identity, diversity, justice, and action.
In sum, there is a clear need for innovative, accessible, and equity-focused pedagogical approaches in higher education. Picturebooks, with their rich narratives and evocative illustrations, offer one such avenue, supporting the integration of creative, equity-focused practices into university settings.
This study took place in a first-year social justice course at a private university in the Northeastern United States. The course, which fulfills a general education requirement related to diversity and social responsibility, is designed to introduce students to key concepts such as identity, power, privilege, oppression, and collective action. The course enrolls students from a range of majors and backgrounds, many of whom are in their first semester of college.
The participants in this study were 24 undergraduate students enrolled in one section of the course. The class comprised students with diverse racial, ethnic, socioeconomic, and linguistic backgrounds, although the majority identified as White. Several students were first-generation college students, and a number of them worked part-time or full-time jobs in addition to their coursework. While some students entered the course with prior exposure to social justice topics, others reported that they had rarely, if ever, discussed issues such as racism, homophobia, or economic inequality in formal educational settings.
Throughout the semester, the course used a variety of texts and media, including scholarly articles, personal narratives, videos, and picturebooks. Picturebooks were intentionally integrated as both central and supplementary texts to support the development of students’ critical consciousness. For the purposes of this study, the focal practice was a read-aloud assignment in which students were responsible for selecting, preparing, and leading a picturebook read-aloud for their peers.
Data for this study were collected as part of the picturebook read-aloud assignment. Students were asked to select a picturebook that addressed a social justice issue related to identity, diversity, justice, or action. They were encouraged to choose books that resonated with their own interests or lived experiences, and that they believed would prompt meaningful discussion among their peers.
After selecting their books, students prepared a read-aloud presentation that included an introduction to the text, a complete or partial reading of the book, and a facilitated discussion. The instructor modeled read-aloud techniques and provided guiding questions to support students in planning their sessions. These sessions took place over several class periods, with two to three students leading read-alouds each day.
Following their read-aloud, each student completed a written reflection in which they responded to prompts about their experiences, insights, and learning. Prompts invited students to describe how they felt while leading the read-aloud, what they noticed about their classmates’ reactions, and how the experience influenced their understanding of social justice. These written reflections, which ranged from one to three pages in length, served as the primary data source for this study.
Additional contextual information was gathered through field notes taken by the instructor during read-aloud sessions, as well as through informal conversations with students before and after class. These sources helped situate the reflections within the broader dynamics of the course and provided insight into how picturebooks functioned as part of the curriculum.
The qualitative data analysis followed a thematic analysis approach (Braun & Clarke, 2006), which is well-suited for identifying patterns of meaning across a set of qualitative texts. The analysis proceeded through several iterative phases. First, all student reflections were read in full to gain a holistic sense of the data. Initial notes were made about recurring ideas, emotions, and experiences described by students.
Next, open coding was used to generate initial codes that captured key features of the data. Codes included phrases such as “seeing myself in the book,” “nervousness about reading aloud,” “recognizing privilege,” “empathy for others,” and “desire to take action.” These codes were then grouped into broader categories that reflected common themes, such as personal growth, deepened understanding of social justice concepts, and appreciation for picturebooks as teaching tools.
In the subsequent phase, codes and categories were refined and reorganized as relationships between them became clearer. Themes were reviewed against the data to ensure that they accurately represented students’ experiences and that there was sufficient evidence to support each theme. Throughout this process, analytic memos were used to document interpretive decisions and emerging insights.
The final themes were: (1) picturebooks as effective teaching tools; (2) personal insights and growth from the read-aloud experience; and (3) enhanced understanding of social justice concepts. These themes form the structure of the Results section and are illustrated with excerpts from student reflections.
As the instructor-researcher, I occupy a dual role in this study, which requires careful attention to reflexivity and positionality. I identify as a White, cisgender woman and a literacy educator committed to social justice. My own experiences with picturebooks—both as a child and as a teacher—shape my belief in their potential to support critical literacy and social awareness. At the same time, I recognize that my positionality influences how I design the course, select materials, and interpret students’ responses.
To address these complexities, I engaged in ongoing reflection throughout the research process. This included writing reflexive memos about my assumptions, emotional responses, and interpretations, as well as seeking feedback from colleagues with diverse perspectives. I also remained attentive to the power dynamics inherent in my role as instructor, particularly when analyzing student work for research purposes.
Importantly, I view this study as a collaborative endeavor in which students’ voices are central. While I bring my own lens to the analysis, I aim to honor the specificity and complexity of students’ reflections, recognizing that their experiences cannot be fully captured or represented by my interpretations alone. By foregrounding students’ own words and situating my analysis within the existing literature, I seek to balance my dual roles and contribute meaningfully to conversations about social justice education in higher education.
Several strategies were employed to enhance the trustworthiness of this study (Creswell & Poth, 2024; Nowell et al., 2017). First, data triangulation was used by drawing on multiple sources, including student reflections, field notes, and informal conversations. This allowed for cross-checking of emerging themes and provided a more nuanced understanding of how picturebooks functioned within the course.
Second, an audit trail was maintained through detailed documentation of the data collection and analysis process. Analytic memos, coding schemes, and theme development were recorded to provide transparency about how conclusions were reached. This documentation supports the dependability of the findings and allows others to understand the decisions made throughout the research process.
Third, peer debriefing was used to strengthen the credibility of the analysis. Colleagues who are experienced in qualitative research and social justice education reviewed the themes and provided feedback on the interpretation of the data. Their questions and insights prompted further reflection and refinement of the analysis.
Finally, attention was given to transferability by providing rich, thick description of the course context, participants, and instructional practices. While the findings are situated within a specific institutional and curricular setting, the detailed description allows readers to consider how the insights from this study might apply to their own contexts. Taken together, these strategies support the overall trustworthiness of the research and its contribution to the field of social justice education.
The qualitative data analysis led to three overarching themes that capture the students’ experiences and understandings: (1) picturebooks as effective teaching tools; (2) personal insights and growth from the read-aloud experience; and (3) enhanced understanding of social justice concepts. These themes are presented below, illustrated with excerpts from student reflections.
The following subsections present these themes, with representative quotes and interpretations drawn from the students’ reflections. As demonstrated in the findings, the picturebook read-aloud assignment served not only as an instructional strategy but also as a powerful catalyst for students’ critical consciousness.
Many students described the read-aloud experience as a source of personal growth and increased self-awareness. For some, leading a read-aloud in front of their peers was initially intimidating, especially if they had limited experience with public speaking or if the book addressed sensitive topics such as racism, immigration, or mental health. However, students often reported that the experience helped them build confidence and recognize their own capacity to facilitate meaningful discussions about social justice.
One student explained that preparing for the read-aloud pushed them to “really think about what I wanted my classmates to take away from the story,” which in turn deepened their own understanding of the book’s themes. Another student noted that reading aloud made them more aware of the emotional impact of the story, stating, “I could feel my voice shaking at certain parts, especially when the character was being treated unfairly. It made me realize how real these situations are for people in real life.”
Students also reflected on how the read-aloud experience challenged their assumptions and biases. Several described moments of discomfort when they realized that they had previously held stereotypes about certain groups or had not fully considered the experiences of people different from themselves. Engaging with picturebooks that centered marginalized perspectives prompted some students to reconsider their prior beliefs and to think more critically about their own positionality and privilege.
Furthermore, the assignment encouraged students to see themselves as active participants in promoting social justice. By leading discussions and inviting their peers to reflect on the stories, students experienced what it felt like to “teach” about important issues. One student wrote, “I never thought I would be the one leading a conversation about racism in class, but this assignment showed me that I can and should speak up about these things.” This sense of agency is a key component of critical consciousness, as it moves students from awareness to action (Freire, 2018).
In addition to personal growth, students reported that the picturebook read-alouds enhanced their understanding of social justice concepts. For some, the stories provided concrete examples of abstract ideas discussed in class, such as systemic oppression, intersectionality, or microaggressions. One student noted, “We talked about privilege and oppression in lectures, but seeing it play out in the story made it click for me in a different way.”
Picturebooks also helped students recognize the complexity of social justice issues. Rather than presenting simplistic “good versus bad” narratives, many of the books depicted nuanced characters and situations that prompted students to consider multiple perspectives. For example, stories about immigration or refugee experiences highlighted not only the challenges individuals face but also their resilience, community support, and cultural richness. These multidimensional portrayals encouraged students to move beyond deficit-based thinking and to appreciate the strengths of marginalized communities.
Moreover, the visual elements of picturebooks played a significant role in deepening students’ understanding. Illustrations often conveyed emotions, power dynamics, and environmental contexts that were not fully captured by the text alone. Students described how certain images “stayed with them” after class, prompting ongoing reflection. In this way, the multimodal nature of picturebooks supported sustained engagement with social justice themes.
Finally, students described the read-alouds as creating a classroom atmosphere that was conducive to open, respectful dialogue. The shared experience of listening to a story together provided a common reference point for discussion, making it easier for students to share their thoughts and questions. Several students commented that the picturebooks “made it feel safer” to talk about difficult topics because the stories provided a buffer that allowed them to explore sensitive issues indirectly before connecting them to real-world contexts.
The findings from this study highlight the potential of picturebooks as catalysts for fostering social justice and critical consciousness in higher education. Through the read-aloud assignment, students not only engaged with complex social issues but also developed greater self-awareness, empathy, and a sense of agency. These outcomes align with the goals of social justice education, which seeks to cultivate individuals who can critically analyze inequities and work toward more just and equitable societies (Learning for Justice, 2022; Hosseini et al., 2025).
One key implication of this study is that higher education instructors should consider integrating picturebooks into their courses as part of a broader repertoire of critical literacy practices. Picturebooks offer a unique combination of narrative and visual elements that can make complex social issues more accessible and emotionally resonant for students. They can be used to introduce new topics, deepen existing discussions, or provide alternative perspectives that challenge dominant narratives.
Another implication is the importance of positioning students as co-constructors of knowledge. By inviting students to select, prepare, and lead picturebook read-alouds, instructors can create opportunities for students to take ownership of their learning and to practice facilitating conversations about social justice. This participatory approach aligns with critical pedagogy’s emphasis on dialogue, collaboration, and shared authority in the classroom (Freire, 2018; Wild, 2024).
Additionally, the study underscores the need for careful selection of picturebooks that reflect diverse identities, experiences, and issues. Instructors should seek out texts that center marginalized voices, challenge stereotypes, and offer nuanced portrayals of social justice themes. Collaborating with librarians, community organizations, or colleagues in education and literacy can support this selection process and help ensure that course materials are inclusive and representative.
Finally, the findings highlight the importance of creating supportive classroom environments where students feel comfortable engaging with emotionally and politically charged topics. The picturebook read-alouds in this study were most effective when students felt that their perspectives were valued and when there was space for multiple interpretations and questions. Instructors can foster such environments by establishing clear norms for respectful dialogue, modeling vulnerability and reflexivity, and responding thoughtfully to students’ contributions.
This article has argued that picturebooks are powerful tools for promoting social justice and critical consciousness in higher education. Through a picturebook read-aloud assignment in a first-year social justice course, students gained personal insights, deepened their understanding of key social justice concepts, and developed a greater sense of agency as educators and advocates. The findings suggest that picturebooks can make complex issues more accessible, foster empathy and critical reflection, and support the development of critical consciousness among university students.
Future research could build on this work by exploring the use of picturebooks in a wider range of higher education contexts, including STEM courses, teacher education programs, or professional fields such as nursing, social work, or business. Comparative studies could examine how different types of picturebooks—or different instructional approaches to using them—shape students’ learning and engagement. Longitudinal research could also investigate how participation in picturebook-based social justice activities influences students’ attitudes, beliefs, and actions over time.
Additionally, further inquiry is needed into how picturebooks can be used to support intersectional understandings of identity and justice. For example, studies might investigate how picturebooks that address multiple, overlapping forms of oppression (such as racism, sexism, homophobia, and ableism) contribute to students’ capacities to recognize and respond to intersectional inequities. Research could also explore how picturebooks can be used to examine issues of global justice, climate justice, or economic justice in higher education settings.
Instructors and researchers alike are encouraged to continue experimenting with picturebooks as part of their efforts to foster social justice education. As this study demonstrates, accessible, creative mediums like picturebooks can open up new possibilities for engaging students in the critical, reflective, and action-oriented work that social justice demands. By integrating picturebooks into higher education courses, educators can help students not only read the word and the world, but also imagine and work toward more just and equitable futures.
This work is licensed under CC BY-NC-SA 4.0