Using Young Adult Literature as Widows and Mirrors: Building Empathy and Agency in Preservice Teachers

• In Event: Self-Study of Language and Literacy Teacher Education Practices Across Culturally and Linguistically Diverse Contexts

Abstract

Purpose
Immigration has a long, contentious history in the United States. Media outlets often highlight the negative attitudes of the general populace toward immigrants. Too often immigrant children are the innocent victims of this rhetoric (Wiley, 2013). As such, I revised my young adult literature course to include an immigration unit in hopes of building empathy and agency in my pre-service teachers. The intentions of my study are twofold:
1. How did my biases toward European American students influence my instructional decisions during the unit?
2. How did the immigration unit become an instructional intervention in which the students examined their understanding of complex issue of immigration?
Theoretical Framework
I frame this study with a pragmatic philosophical underpinning. A pragmatic theory of inquiry addresses socially situated problems that solutions contribute broadly to a more democratic way of life (Dewey, 1916). Problems should be identified from the world of practice, and clearly defined prior to being studied.
Method
In an attempt to understand the instructional potential of young adult literature in a teacher education program, this self-study focuses on my practices and reflections during the immigration unit. My plan to use young adult literature to explore immigration issues through a literary unit was made clear to the students at the beginning of the semester. The students were advised they would be expected to play two roles. First, I would ask them to participate in the unit as learners. Then, following the unit, I would ask them to critique it as future teachers.
Data Sources
This study employed two data collection methods. A research assistant attended course meetings pertaining to the immigration unit to keep field notes. The field notes were intended to be objective accounts of everything I said and did during the course sessions. In addition, I wrote reflections after each the session as well as after grading assignments. The research assistant and I analyzed the data sets. We used open coding with the codes empathy, agency, history, daily life, and cultural knowledge emerging from the data.
Results
Despite my initial reservations, the unit appears to have helped the students broaden their understanding of the challenges immigrant students encounter. Additionally, the analysis provided pivotal information about how I must address my biases and expectations for students to improve the instruction.
Significance
Since the “Great Recession”, an increase in immigration has occurred in the United States (Boser, 2014). With the convergence of the changing demographics in schools and the prevailing anti-immigration sentiment in the United States, teachers must play an integral role as change agents and advocates for students. However, according to Boser, 83% of teachers identify as white. The disconnect between the current teaching force and students must be addressed. As teacher educators, we must consider instruction, which will support our students’ growth (Gregor & Green, 2011). This self-study examined of the use of young adult literature as an instructional intervention. The findings provide teacher educators insights about the success and challenges associated with such a unit.

Author

• Carla K Meyer, Duquesne University