Reading Diversity through Canadian Picture Books
Preservice Teachers Explore Issues of Identity, Ideology, and Pedagogy
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Fiction & Literature, Literary Theory & Criticism, Books & Reading, Teaching, Teaching Methods
| Author: | ISBN: | 9781442666429 | |
| Publisher: | University of Toronto Press, Scholarly Publishing Division | Publication: | January 31, 2014 |
| Imprint: | Language: | English |
| Author: | |
| ISBN: | 9781442666429 |
| Publisher: | University of Toronto Press, Scholarly Publishing Division |
| Publication: | January 31, 2014 |
| Imprint: | |
| Language: | English |
What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies.
The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.
What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies.
The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.
