Exploring Children's Literature in a Post-Truth Era: A Narrative Inquiry Exploration of Course Redesign

• In Event: 45.071 - Literature for Learners K–12 and Beyond: Texts as Spaces for Inquiry and Engagement

Abstract

In this paper we use narrative inquiry to explore four key elements for a major redesign of a children’s literature course. Our goal was to reconceptualize the course framework to cultivate a consciousness of diverse and inclusive literature in an effort to subvert hegemonic discourses of representation and support preservice teachers as they develop critical awareness of storytelling techniques, depictions of identities, and pedagogical strategies rooted in social justice. Drawing on narrative vignettes, we demonstrate how the redesign elements influenced our students’ advocacy for inclusive literature and served to increase their confidence to create equitable classrooms. We recognize that this expertise is necessary for teachers as they learn to navigate an educational system influenced by post-truth paradigms.

Authors

• Sara K. Sterner, University of Minnesota

• Laura Lemanski, University of Minnesota - Twin Cities

• Megan McDonald VanDeventer, Weber State University