Complicating What Counts as a Text for Young Children: Teaching Multicultural Literature in Teacher Education Courses

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-5 - Rethinking Normative Literacy, Literacy Practices, and Research on Literacy

Abstract

In this paper, we present the findings from a study that examines how participants’ experiences in a teacher education course altered their understanding of multicultural children's literature. Our framework aligns theories in critical literacies and a culturally responsive teaching framework. Data sources included field notes, student written reflections, class assignments and text selection materials, focus group and individual interviews. The findings suggests that while the participants initially reflected affirmative perspectives towards the inclusion of multicultural literature, they nonetheless struggled with incorporating the literature in their classrooms irrespective of their years of professional experience. This research provides evidence for how teacher education pedagogy must address, disrupt and complicate longstanding ideologies and perspectives in early literacy and multicultural education.

Authors

• Tamara Spencer, Saint Mary's College of California

• Adrian D. Martin, New Jersey City University

• Elisa Lee, Montclair State University