Literature, Identity, and Pedagogical Growth: Exploring Culturally Sustaining Pedagogy Through Cross-Cultural Book Clubs

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Culturally Responsive Pathways in Preservice Teacher Education: Identity, Global Experiences, and Literature-Based Pedagogy

Abstract

This cross-case study examines how cross-cultural book clubs, centered on six multicultural novels, supported teacher candidates in developing culturally sustaining pedagogical stances. Through relational dialogue and culturally grounded texts, teacher candidates reflected on personal and historical injustices, cultivated empathy, and began imagining inclusive, justice-oriented classrooms. The teacher candidates’ development of culturally sustaining pedagogies was influenced by the book club structure—especially synchronous, cross-regional discussion— and the ways the texts and discussions fostered mirror moments and relational identity; empathy and perspective-taking; and recognition of injustice. The use of cross-cultural book clubs enabled the teacher candidates to engage with histories of marginalization while envisioning equitable educational futures.

Authors

• Steven Hart, California State University - Fresno

• Susan V. Bennett, University of South Florida - St. Petersburg