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This paper reports a study exploring how English literacy education encouraged students to take a multicultural outlook and to make ethical decisions in their language use for social justice. The study researched the researcher’s own classroom with three 6th graders from economically and academically successful family backgrounds. Poverty was intentionally chosen as a theme in order to track the process of engaging in ethical reasoning and critical literacy practices (Lewison et al., 2002), because the students were less sensitive about making stereotypical remarks on poverty as a problem of lazy, unmotivated individuals. Challenging the dominant beliefs about poverty, students were able to show empathy for others through intercultural codes of ethics (Paul & Elder, 2003; 2009), a strong indicator of ethical reasoning. Ethical reasoning will be an important pedagogical tool to enable students to become more open to cultural diversity and to social justice for all.
