Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity

Escamilla, Kathy; Nathenson-Mejia, Sally

doi:10.1080/714044331

Cited by 33 publications

(23 citation statements)

References 10 publications

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“…Despite having analyzed Chicana/o children's literature, this student reverted to her dominant schema of race as something that should not be discussed. This is consistent with Escamilla & Nathenson-Mejia (2003) who found that that preservice teachers shy away from controversial subjects in children's literature (e.g., attention to dark skin, breaking the law). In other words, preservice teachers are often more comfortable with multicultural stories about interpersonal acceptance rather than those that examine social/structural dimensions of racism.…”

Section: Resultssupporting

confidence: 80%

Critical analysis of Chicana/o children's literature: Moving from cultural differences to sociopolitical realities

Gonzalez¹,

Montano²

2008

Journal of Praxis in Multicultural Education

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Section: Resultssupporting

confidence: 80%

Critical analysis of Chicana/o children's literature: Moving from cultural differences to sociopolitical realities

Gonzalez¹,

Montano²

2008

Journal of Praxis in Multicultural Education

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“…How do we get children to critically examine literature if the teachers do not know how to do this? Escamilla and Nathenson-Mejia (2003) in their work with preservice teachers (PTs) using Latino children's literature conclude that it is important that PTs be given the time to discuss the controversial themes found within children's books in a safe environment. They then recommend requiring the PTs to use these books with their K-12 students, "exploring the children's experiences and responses to the [controversial] themes" (p. 247).…”

Section: Discussionmentioning

confidence: 98%

“…The work currently being done by Escamilla and Nathenson-Mejia (2003) gives us a first step toward educating PTs to become the teachers our students need. They are opening the eyes of preservice teachers and forcing them to think about and discuss controversial issues pertaining to race, ethnicity and culture; and they are using children's literature to do this.…”

Section: Recommendationsmentioning

confidence: 99%

Two Professors Critique the Representations of Africans and African Americans in Picture Books

Smith-D'Arezzo

Musgrove

2011

Equity & Excellence in Education

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The authors examined the sociocultural representations of black children in picture books. Three critical perspectives were used to examine 23 picture books containing black characters. Questions used in this critical analysis were derived from sociocultural implications of implicit messages within texts, critical literacy, and cultural and social reader response theories. Our aim was to determine what stories are being told and how two adults, one black and one white, interpret these stories. We also considered the importance of analyzing these picture books when using them in elementary classrooms. We found that our different cultural and racial backgrounds influenced our response to a number of the books, clearly pointing to the advantage of discussing children's books with colleagues of different races.Light skin. Dark skin. Long legs. Short legs. Thick arms. Thin arms. Brown eyes. Blue eyes. Big nose. Little nose. Straight hair. Curly hair. Different-Mm-mmm, but the same, ah-ha! Now isn't it delightful, simply out-of-sightful, bein' with you this way! (Nikola-Lisa, 1994) From the text in this book, we have inferred that Nikola-Lisa understands the cadence of call and response, a traditional African American method of storytelling; his text is inclusive and joyful. It is an example of sound story telling and a culturally relevant children's book with text that honors children. Introducing all children to texts that include children they can identify with in a positive way is one way to honor children and is of maximum importance in the primary classroom.With the goal of honoring all children, specifically African American children, the purpose of this article is to explore the reactions of two professors, one white, one black, to picture books that contain African American and/or African characters. By making our exploration of books explicit, we hope to provide teachers with examples of how to choose and use books that show "positive and authentic interpretations of African American experience" (Collier, 2000, p. 236). We are concerned that young teachers may not know how to be selective when choosing books for classroom use. In some cases, there is a lack of selectivity because of the relatively low number of books published by and about African Americans. Statistics gathered at the Cooperative Children's Book Center (CCBC) at the School of Education, University of Wisconsin-Madison show clearly that of the approximately 15,000 children's books published in the United States

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“…• certifiquem-se se os professores têm o conhecimento cultural necessário para se engajarem criticamente com um texto infantil multicultural (Escamilla;Nathenson-Mejia, 2003);…”

Section: Conclusãounclassified

“…• defendam que os docentes continuem desenvolvendo suas identidades como leitores críticos e educadores culturalmente responsivos por meio de literatura infantil sobre temas polêmicos (Apol;Sakuma;Reynolds;Rop, 2003;Escamilla;Nathenson-Mejia, 2003;Fu;Fang;Lamme, 2003).…”

Section: Conclusãounclassified

O uso de textos polêmicos em sala de aula: formação e prática docente

Dávila

Souza

2013

Educ. Real.

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II Universidade Estadual Paulista, Presidente Prudente/SP -Brasil RESUMO -O Uso de Textos Polêmicos em Sala de Aula: formação e práti-ca docente. O objetivo deste texto é duplo. Primeiro, analisa como Discursos, formas socialmente aceitas de falar/ouvir e escrever/ler sobre sujeitos em grupos sociais específicos (Gee, 2008), podem influenciar o uso ou a censura a textos polêmicos por docentes em sala de aula. Discute o que as pesquisas têm revelado sobre docentes utilizando em suas aulas o tema da diversidade. A partir de exemplo de livro de literatura sobre a temática do racismo, traz sugestões para que os professores possam conduzir discussões que respeitem a diversidade cultural de seus alunos e propiciem a formação de opiniões críticas, fazendo assim do professor da educação básica um sujeito responsivo. Palavras-chave: Temas Polêmicos. Censura. Estado da Arte. Formação Docente.ABSTRACT -Including Diverse Texts in the Classroom: teacher training and practice. The purpose of this article is twofold. First, it examines how Discourses, socially accepted ways of speaking, listening, writing, and reading that illustrate individuals' memberships in specific social groups (Gee, 2008), could influence teachers' use or censorship of polemic text in the classroom. Second, this article presents a review of the research literature about teachers' inclusion of culturally diverse themes in their classrooms. For example, it describes professors' use of children´s books about racism with new teachers. It also outlines suggestions for guiding discussions that respect students' heritage, build critical literacy, and support culturally responsive teaching pedagogies.

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Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity

Cited by 33 publications

References 10 publications

Critical analysis of Chicana/o children's literature: Moving from cultural differences to sociopolitical realities

Critical analysis of Chicana/o children's literature: Moving from cultural differences to sociopolitical realities

Two Professors Critique the Representations of Africans and African Americans in Picture Books

O uso de textos polêmicos em sala de aula: formação e prática docente

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