A Collaborative Inquiry on Teaching for Growth Mindset, Justice, and Children’s Picturebooks with Multilingual Learners

• In Event: Inquiries into Multilingual Picturebooks and Textbooks

Abstract

This study examined a second-grade teacher and five emerging multilingual students whose responses to picturebooks embraced, pondered, and challenged characters who exhibited a growth mindset to confront social inequities. We argue that sharing children’s literature about applying a growth mindset to address social issues and inequities was not enough; rather, the dialogic conversations and repositioning of power relationships between teacher and students fostered a more critical and action-oriented reflection on representations of growth mindset.

Authors

• Grace Enriquez, Lesley University

• Summer Clark, Lesley University