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Critical Engagements with Award Winning Picturebooks: My Journey in Creating a More Equitable Classroom Library

Research consistently shows that students from historically marginalized populations have difficulty accessing texts that represent the realities of their lives. Concerned that such might be the case for my students, I conducted an inventory of my classroom library and sought out award-winning texts that could make my library more diverse and inclusive. I then analyzed these award-winning texts using Bishop's (1992) categories of multicultural literature in order to better understand the picturebooks' underlying messages and ideologies. My examinations showed that the majority of the texts fit into the same category (culturally specific), though I was able to identify award-winning texts that were culturally generic and culturally neutral as well. Additionally, each category yielded salient themes--ranging from acceptance of one's complex identities to America's racialized and politicized tensions--and activist educators will wish to carefully consider said themes as they select texts and engage in critical conversations with young readers.

Identiferoai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-11070
Date16 August 2023
CreatorsCrowe, Carrie Elizabeth
PublisherBYU ScholarsArchive
Source SetsBrigham Young University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations
Rightshttps://lib.byu.edu/about/copyright/

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