Teacher Candidates' Use of Critical Literacy to Shift Thinking about Texts and Social Justice

Autor/in	Papola-Ellis, Aimee
Titel	Teacher Candidates' Use of Critical Literacy to Shift Thinking about Texts and Social Justice
Quelle	In: Reading Horizons, 59 (2020) 2, S.43-58, Artikel 4 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Preservice Teachers; Critical Literacy; Social Justice; Childrens Literature; Annotated Bibliographies + Suchen Sie Ihr Suchwort? Kritisches Lesen; Soziale Gerechtigkeit; 'Children''s literature'; Kinderliteratur; Bibliography; Bibliographies; Bibliografie
Abstract	It is essential to support teacher candidates in becoming culturally responsive and learning about social justice in the classroom as schools across the country become more culturally and linguistically diverse. In this qualitative study, the author looked at children's literature as a way to support teacher candidates' learning about critical literacy and social justice. Teacher candidates constructed an annotated bibliography of children's texts centered around a topic of their choice. Findings suggest teachers increased their understanding and use of a critical literacy lens on the literature they selected and developed a deeper understanding of the potential connections between children's texts and social justice. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01