Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature.
This case study research investigated preservice and in-service teachers' (N=23) experiences and understandings as they participated in a multicultural children and young adults' literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how this course design encouraged teachers to move beyond a focus on tolerance and acceptance, and toward a social justice orientation through critical exploration of issues such as racism, oppression, and the ways bias and privilege operate within their own lives, schools, and society.
Gunn, A.A. (2016). Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature. Multicultural Perspectives, 18(4), 214-220, doi: 10.1080/15210960.2016.1228335
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