“…Similarly, Haddix and Price-Dennis (2013) argue, "critical encounters with urban and multicultural children's and adolescent literature can shape [pre-service teachers'] learning to teach processes" (p. 248). Whether using these texts with children and adolescents (Thein et al, 2007;Rasinski and Padak, 1990) or pre-service teachers (Haddix and Price-Dennis, 2013;Ambe, 2006;Louie, 2005Louie, , 2006, scholars concerned with individuals' authentic engagement with multicultural texts see value in in perspective-taking as a pedagogical approach because it "suggest[s] that learning and change happen when students are taught to embrace conflict between their status quo knowledge and new ideas" (Thein & Sloan, 2012, p. 314). Thein, Beach, & Parks (2007), for example, argue that multicultural literature instruction "must be about changing students' cultural perspectives and helping students better understand their lives and the lives of those around them" (p. 54).…”