Elementary Teachers’ Perspectives on the Use of Multicultural Literature in Their Classrooms

Mongillo, Geraldine; Holland, Karen F.

doi:10.20360/g2mp4g

Cited by 4 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Rudine Sims Bishop (1990) posits that authentic and rich representation of diverse protagonists and stories in young adult and children’s literature is a powerful catalyst for students to discover various cultures and their values, which behaviors are acceptable and appropriate, and how one must function to be a contributing member of society. When students whose identities are sidelined see themselves in texts used in the classroom, they understand that their perspectives and lived experiences are both important and valued by other members of the learning community and society (Holland, Mongillo, & Paterson, 2016; Lopez-Robertson & Haney, 2017). The incorporation of diverse texts and curricula also creates opportunities for students to explore experiences and perspectives that are different from their own.…”

Section: Calls To Action For Educatorsmentioning

confidence: 99%

“…The incorporation of diverse texts and curricula also creates opportunities for students to explore experiences and perspectives that are different from their own. This humanizing knowledge and appreciation for others can combat prejudice and bias while promoting acceptance and empathy (Holland, Mongillo, & Paterson, 2016). By actively exploring literature and curricula by and about people of diverse identities, students learn to embrace their own identities while developing empathy and inclusion for those who do not share those identities.…”

Section: Calls To Action For Educatorsmentioning

confidence: 99%

See 1 more Smart Citation

Reducing harm for the LGBTQ+ community

Pearson,

Gill

2023

Phi Delta Kappan

View full text Add to dashboard Cite

Despite progress in recent years, members of the LGBTQ+ community remain underrepresented and underserved in the school system. Ferial Pearson and Steven Gill draw on research literature and their own experiences as out queer educators to recommend a set of actions educators can take to reduce harm to members of these communities in school. They call for explicit safe/brave spaces and school cultures, support for LGBTQ+ educators, greater representation in school curricula, and professional development for teachers. Current research shows the benefits of these approaches, but more research is needed to learn what school-level practices and policy changes will be most beneficial to students in different regions and with different intersecting identities.

show abstract

Section: Calls To Action For Educatorsmentioning

confidence: 99%

Section: Calls To Action For Educatorsmentioning

confidence: 99%

Reducing harm for the LGBTQ+ community

Pearson,

Gill

2023

Phi Delta Kappan

View full text Add to dashboard Cite

show abstract

“…The education system should teach citizens to live in diversity because with a multicultural education system can teach cognitive abilities and competitive values to individuals to be able to blend with a diverse society [10]. Multicultural must be integrated into the education curriculum by giving teachers an understanding that multicultural education is important to be understood by students when the learning process in the class, so that it can foster positive behavior in the social environment [11]. Multicultural education facilitates quality interaction between individuals who present various ideas and perspectives to choose the right steps in solving problems in diverse social lives [12].…”

Section: Introductionmentioning

confidence: 99%

Multicultural strip comic as a learning media to improve the caring character in primary school

Aulia

Wuryandani

2019

EduLearn

View full text Add to dashboard Cite

This research of development aims to produce eligible media and test the effectiveness of multicultural strip comic to improve the caring character of primary school students. It referred to the 10 steps of Borg and Gall. This research was held on fourth-grade students at five primary schools in Gondokusuman District, Yogyakarta. It consisted of 9 students at the preliminary field testing, 36 students at the main field testing and 62 students at the operational field testing which were divided into two groups, namely experiment class and control class. The technique of data collection involved interviews, observation, scales, and questionnaires. The expert rating scale and the response questionnaire were used to determine the feasibility of the media. The effectiveness of the media was analyzed by the N-Gain score and t-test with a significance level of 0.05. The result showed that multicultural strip comic media is feasible and effective to improve caring character. This is seen from the N-Gain score and the result of the t-test which obtained a significance value of 0.000 (p ≤ 0.05) which means it can improve the caring character of primary school students.

show abstract

“…Rather than monitoring for fidelity of implementation, administrators can meet with teachers, individually or in grade-level teams, to develop and sustain their pedagogical understandings and decision-making about how to create and find openings in their day to bring in diverse texts and hold read-alouds.Provide Support for Primary Teachers' Read-Alouds With DiverseChildren's Literature. In their study,Holland and Mongillo (2016) found that elementary teachers were more likely to share multicultural literature when they had the backing of their administrators. Primary teachers, especially novice teachers, then, will require ongoing support and professional development in their work with DCL.…”

mentioning

confidence: 96%

Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices

Reid¹

View full text Add to dashboard Cite

[EMBARGOED UNTIL 6/1/2023] The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting them. This multiple and instrumental case study drew from critical sociocultural perspectives. Five primary teachers (grades K- 3) participated in semi-structured interviews and journal writing, as well as sharing classroom artifacts related to their read-alouds with DCL. Data analysis included open and axial coding, constant-comparative analysis, and within- and cross-case analysis. Findings from the study indicate that the teachers had to negotiate their school contexts to hold read-alouds with DCL, even in schools that worked toward diversity, equity, and inclusion. Additionally, teachers viewed their read-alouds with DCL as a space where students could (re)shape their identities and social understandings. Findings also indicate that the teachers constructed read-alouds with DCL to foster identity building and recognition, including developing a sense of community identity. Teachers also had an open format for their read-alouds that encouraged their students to enact their power and agency to make meaning with the text and their peers. Implications for future research, primary teachers, administrators, and early childhood/elementary teacher education faculty are provided.

show abstract

Elementary Teachers’ Perspectives on the Use of Multicultural Literature in Their Classrooms

Cited by 4 publications

References 17 publications

Reducing harm for the LGBTQ+ community

Reducing harm for the LGBTQ+ community

Multicultural strip comic as a learning media to improve the caring character in primary school

Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices

Contact Info

Product

Resources

About