"Fight[ing] by Myself": Teachers' Challenges With Including Multicultural Texts

• In Event: Multicultural, Responsive, and Sustaining Pedagogies

Abstract

While scholars have emphasized the importance and benefits of using multicultural literature in the English classroom for the past three decades, many teachers continue to use texts written by and about Anglo White males. To identify how to help teachers use multicultural texts, this study seeks to understand the reported challenges of secondary English teachers as they attempt to teach multicultural literature. Data sources include a national survey, and in-depth interviews. Results suggest that teachers with varying levels of experience stress different challenges. Implications highlight that teacher educators need to help preservice teachers develop their discussion facilitation skills, particularly around topics of race and bias, while schools need to help teachers build positive partnerships with parents.

Author

• Rosalie Hiuyan Chung, JPMorgan Chase & Co