Analyzing Children's Literature for Hidden Bias Helps Preservice Teachers Gain Pedagogical Practices in Critical Multicultural Education

Autor/in	Nganga, Lydiah
Titel	Analyzing Children's Literature for Hidden Bias Helps Preservice Teachers Gain Pedagogical Practices in Critical Multicultural Education
Quelle	In: Journal of Research in Childhood Education, 34 (2020) 1, S.93-107 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1692109
Schlagwörter	Childrens Literature; Multicultural Education; Global Approach; Preservice Teachers; Teaching Methods; Phenomenology; Futures (of Society); Early Childhood Education; Preschool Teachers; Pedagogical Content Knowledge; Course Content; Writing (Composition); Cues; Student Attitudes; Social Justice; Cultural Pluralism + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Multikulturelle Erziehung; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Future; Society; Zukunft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Kursprogramm; Schreibübung; Stichwort; Schülerverhalten; Soziale Gerechtigkeit; Kulturpluralismus
Abstract	This study explored the benefits of using critical multicultural education (Critical multicultural education examines all forms of marginalization in order to develop new possibilities and opportunities for all groups) in the current context of globalization. Preservice teachers (N = 17) experienced a variety of instructional activities, including intentional analysis of hidden bias (Hidden bias in this study denotes partiality based on all human differences both natural and socially constructed.) in children's books. To collect data, participants responded in writing to prompts at the beginning, middle, and end of semester. Using a phenomenological analysis approach, qualitative data showed that although preservice teachers entered the course with limited knowledge and experience in analyzing children's books for hidden bias, they gained essential pertinent knowledge and were, therefore, ready to use critical multicultural education in their future classrooms. As a result, among other recommendations, this study calls for institutional policies that support explicit teaching of critical multicultural education in early childhood education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01