This presentation explores the transformative potential of children’s literature, combined with reflective global thinking routines, in developing global competence and fostering anti-racist education among teachers. Rooted in a growing body of research, this work provides research-based strategies to help educators teach for justice, inclusivity, and sustainability by nurturing critical dispositions, empathy, and perspective-taking in classrooms.
Central to this approach is the integration of global thinking routines—micro-teaching tools that promote inquiry beyond immediate experiences, engage learners in understanding diverse perspectives, and inspire respectful dialogue and social advocacy. These routines guide students to investigate global issues and understand how differential experiences and vulnerabilities influence personal and group perspectives. Through carefully selected texts, students can engage with issues of local, global, and cultural significance, gaining the tools to:
- Recognize and articulate their own perspectives;
- Understand and appreciate perspectives different from their own;
- Identify the cultural and social forces shaping experiences and beliefs;
- Acknowledge and respond to inequities in lived experiences.
This approach supports what Boix Mansilla and Jackson (2023) describe as key capacities of globally competent students. In parallel, Arneback & Jämte (2021) emphasize that developing intercultural awareness contributes to anti-racist action, particularly when schools make all students visible and validate multiple ways of being and knowing. Fostering global competence also becomes a means of actively promoting equity and inclusion.
The study underpinning this presentation employed a qualitative, emic research design guided by a constructivist paradigm. Researchers used thematic network analysis (Attride-Stirling, 2001) and open/process coding to identify patterns in participant responses.
Three major findings emerged from the analysis:
1. Children’s Literature as a Tool for Critical Consciousness: Participants expressed that using children’s literature encouraged them to reflect deeply on their sociopolitical contexts and cultural assumptions. Literature created opportunities for teachers to build their own critical literacy and consciousness.
2. Fostering Empathy and Perspective-Taking: Participants reported that narratives centered on the experiences of others allowed them to see through "windows," find "mirrors," and step through "sliding glass doors" into the lives of others (Bishop, 1990). This engagement promoted empathy, understanding, and a recognition of shared humanity, while also challenging prejudice and stereotypes.
3. Developing Global Competence and Inclusive Practices: Exposure to these texts, paired with global thinking routines, helped educators cultivate the skills necessary to teach for equity and global awareness. They learned to value diversity, critically examine curriculum choices, and adopt inclusive practices that reflect the identities and strengths of all students, especially those from diverse backgrounds.
Ultimately, this study highlights that literature, when used with intention, can spark critical conversations about justice, foster meaningful connections, and promote antiracist and globally minded teaching. Participants came away with a deeper appreciation of their role in shaping inclusive learning environments where all children feel seen, heard, and valued.

Keywords: Global competence, children's literature, middle grades literature, young adult literature.