From Jeddah to Jo’burg: Saudi boys’ reflections on issues of social justice in the novel Journey to Jo’burg

Abstract

Background: Despite the growing recognition of the importance of diverse narratives, children’s literature sometimes lacks substantive representation of social justice themes, thereby limiting opportunities for critical engagement and awareness. The study seeks to investigate how exposure to such literature can cultivate critical thinking, empathy, and a heightened social consciousness among children. Through an analysis of their reflections, the research underscores the potential of literature as a transformative medium for fostering awareness and empowering young readers to recognise and question systemic inequalities.
Objectives: The objective of the study was to explore how Grade 4 learners at a school in Jeddah, Saudi Arabia, engage with and respond to social justice issues as presented in the novel Journey to Jo’burg
Method: The study adopted a case study as a qualitative approach and, as a means of data generation, established a Reading Club as a type of focus group discussion.
Results: The findings suggest that participants engaged with the social issues as presented in the story with empathetic understanding and thoughtful analysis. They demonstrated a nuanced understanding of the struggles of the characters, often drawing parallels to their own lived experiences.
Conclusion: This study revealed that engaging with socially conscious literature, such as Journey to Jo’burg, can significantly enhance children’s critical thinking, empathy, and awareness of social justice issues. Through thoughtful reflection and personal connection to the text, children were able to recognise and articulate the realities of injustice and inequality, both within the narrative and in their own lives.
Contribution: This research speaks to the power of literature to connect across borders and recognises how South African novels can speak to many readers.