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This paper, drawing from a multi-site qualitative study in New York City elementary classrooms, considers student ideas about power, peace and violence in response to shared reading and discussion of the classic folk tale, Hansel and Gretel. From a critical literacy perspective, the construction of agency and subjectivity within this context in relation to such ideas via engagement with literature and in literacy practice is explored.

Following Pebbles by Moonlight: Elementary Students Shed Light on Power, Peace, and Violence in Response to the Classic Tale Hansel and Gretel