Activists, Allies, and Racists: Helping Teachers Address Racism Through Picture Books.
Teachers often resist discussions about racism in the classroom, yet it is a topic that is frequently addressed in multicultural literature. This study examines teachers in a graduate reading program (N = 58) who used picture books reflecting African American heritage with elementary school children...
| Publicado en: | Journal of Literacy Research Vol. 43; no. 3; pp. 275 - 314 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Sep2011
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=83577170&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 83577170 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1086296X LRH jtl: Journal of Literacy Research issn: 1086296X maglogo: Y pubinfo: dt: Sep2011 vid: 43 iid: 3 pid: 344 pub: Sage Publications Inc. artinfo: ui: 83577170 10.1177/1086296X11413720 ppf: 275 ppct: 39 formats: tig: atl: Activists, Allies, and Racists: Helping Teachers Address Racism Through Picture Books. aug: au: Lazar, Althier M. Offenberg, Robert M. affil: Saint Joseph’s University, Philadelphia, PA, USA alazar@sju.edu Saint Joseph’s University, Philadelphia, PA, USA su: Teachers Racism African American children Picture books Graphic arts sug: subj: Teachers Racism African American children Picture books Graphic arts keyword: facilitating discussions multicultural literature racism teacher education ab: Teachers often resist discussions about racism in the classroom, yet it is a topic that is frequently addressed in multicultural literature. This study examines teachers in a graduate reading program (N = 58) who used picture books reflecting African American heritage with elementary school children in a summer reading practicum. Prior to teaching children, a subset of these teachers participated in a course that addressed issues of racism, allowing for an investigation of a course effect on teachers’ comfort level with the literature and their addressing of themes that surfaced in the books. Qualitative and quantitative methods were used to analyze questionnaires, planning forms, lesson evaluation forms, and transcripts of teachers using the books to test the hypothesis of a course effect and to identify the range of variation in teachers’ ways of using the literature. The teachers in both “course” and “comparison” groups tended to focus on the perspectives, feelings, and traits of the story protagonists when creating discussion questions and after-reading projects for students. Course teachers focused on the activism of Black protagonists significantly more often than comparison teachers did, although participants of both groups did not tend to represent racism as a system of White advantage. These findings suggests that literacy education programs can have an impact on teachers’ ways of using multicultural literature, but to teach in critical and transformative ways, they will need programs that strengthen their understandings of constructs such as structural racism and help them facilitate thoughtful inquiries of this concept when using multicultural literature with children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
|---|