Abstract
With classrooms growing increasingly diverse, the need for literature that reflects a variety of experiences is imperative. Educators play a significant role in placing diverse literature into the hands of young readers; however, in order to achieve the goal of increased access, teacher preparation programs must provide candidates with quality instruction that addresses this need. Framed in action research, this study centers on the experiences of a teacher educator and four graduate students connected by and through the teaching of diverse young adult literature (YAL). Reflecting upon their experiences implementing literature circles (LCs) online in the pandemic, the authors offer critical insights and strategies for teaching and facilitating effective discussions surrounding diverse YAL addressing challenging topics in both K-12 and university classrooms.
TopIntroduction
“White boys and their dogs” is how fifth-grader Marley Dias summarized her class texts in 2015 (Anti-Defamation League, 2019, para. 2). Tired of the lack of representation, Dias decided to raise awareness by organizing the social media movement #1000BlackGirlBooks. The campaign’s goal? Collect 1,000 books featuring female protagonists. After an outpouring of donations, 9,000 books were collected to share with girls across the country. While the campaign had a positive outcome, Marley’s experience is not an isolated event. Many students across the United States do not see themselves reflected in classroom texts.
To ensure literacy educators make text selections beyond the “white boy and their dog” stories, it is critical that teacher preparation programs (TPPs) provide opportunities for teacher candidates to learn the value of diverse literature. One such way is for teacher candidates (TCs), preservice teachers (PSTs) and in-service teachers (ISTs), to understand the importance of diverse texts through the lens of culturally responsive pedagogy (CRP). Developed by Ladson-Billings (1996), CRP is a student-focused teaching approach in which students’ lived experiences and cultures are not only acknowledged, but considered a strength to promote and nurture achievement. In order for PSTs and ISTs to become culturally responsive educators, they first must become culturally responsive themselves (Foster, 2012). TPPs must offer candidates learning experiences to confront ideological beliefs and challenge preconceived deficit notions about diversity (Foster, 2012; Mensah, 2009). TCs, most often white women, must recognize white privilege and the impact it has on education and marginalized populations (Christ & Sharma, 2018).
By harnessing the power of diverse literature, TPPs not only provide examples of pedagogical practice but opportunities for TCs to examine their cultural responsiveness. Scholarship surrounding diverse literature demonstrates that PSTs who engage with diverse texts are more likely to enact culturally responsive dispositions (Howrey & Whelan-Kim, 2009; Glenn, 2012). By reading young adult literature (YAL) that features varying lived experiences, teacher candidates are offered a more realistic reflection of society, history, and education (Boyd et al., 2015). Jimenez (2014) asserts that by providing safe spaces to practice difficult discourse, teacher candidates will be more inclined to facilitate challenging discussions in their future classrooms. Masko and Bloem (2017) found YAL created a safe space for their white, middle-class students to explore and discuss topics of racism and poverty. Pairing pedagogical texts with YAL, PSTs developed a better understanding of poverty and how to dismantle previously believed myths (Masko & Bloem, 2017).
Key Terms in this Chapter
Land Grant University: Universities in the United States that receive monetary funds from the Morrill Acts of 1862 and 1890 are identified as Land Grant Universities. They are typically large in size with a mission of serving the needs of most if not all of the students in their respective states.
Counternarrative: A story told in contrast to status quo or majority culture narratives to give important insight into a more realistic perception of reality especially for representing views of marginalized populations.
Diverse Literature/Texts/YAL: For the purpose of this book, the authors use the term “diverse literature/texts” throughout the chapter. For our chapter, we use the term to refer to text types featuring a diverse representation of characters, perspectives, and authors, as diversity is not a character or personality trait.
Literature Circles (LCs): A pedagogical practice where small groups of students convene to discuss a specific piece of literature, especially YAL, in-depth.
Preservice Teachers (PSTs): Teacher candidates enrolled in a teacher preparation program pursuing their initial teaching license. These candidates are undergraduate and Master’s in the Art of Teaching (MAT) students.
Learning Management System (LMS): A digital platform to deliver educational courses and professional development trainings. Canvas and Moodle are popular LMS utilized by K-12 school systems and universities across the United States.
Inservice Teachers (ISTs): Practicing teachers who have already obtained their initial license and are enrolled in a graduate program to pursue their master’s degree and continue their education.