In this study, the authors look at the ways that global children's literature, drawing, and dramatic play were used as a means to generate children's understanding of issues such as poverty, fairness, and equity and to invite them to recontextualize conceptions of global issues into more localized and situated understanding through aesthetic experiences. The emerging themes demonstrated children's ability to navigate, negotiate, and disrupt issues of local and global social injustice. However, the nexus of practice, most notably the dominant ideologies of the teachers and the site, mediated the possible understandings and transformational potential available to the students.