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Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice./
作者:	Davenport, Susan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	105 p.
附註:	Source: Masters Abstracts International, Volume: 82-08.
Contained By:	Masters Abstracts International82-08.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28265084
ISBN:	9798557099769

Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice.
Davenport, Susan.

Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 105 p.

Source: Masters Abstracts International, Volume: 82-08.

Thesis (M.A.)--Rowan University, 2021.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the significance of integrating multicultural literature, primarily multicultural picture books, in culturally responsive book clubs to improve student motivation, foster awareness of one's identity and promote discussions about social justice. Prior to this research, student discourse about their own identity and the nature of social injustices related to prejudice, stereotyping, and racism was limited. Qualitative research was employed utilizing student artifacts such anticipation guides, literature role responses, and reflection journals. Data was also collected from audio recording transcripts of book club and class wide discussions as well as a teacher's reflection journal. Using triangulation and coding of student responses, themes emerged: using multicultural literature inspired students to self-reflect and acknowledge that maintaining one's cultural identity is critical, though challenging at times. Also, students saw a need for empathy after reading literature that was both "mirrors" and "windows" into the other's needs if social justice was to become a reality. some students, however, continued to express discomfort discussing social injustices that stem from racial inequalities, supporting the idea that students need time and continued exposure to topics such as racism and bias if students are to become truly comfortable taking social action.

ISBN: 9798557099769Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Multicultural picture books

Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice.
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245 1 0 $a Using Multicultural Picture Books to Motivate Students and Foster Critical Discussions on Identity and Social Justice.
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300 $a 105 p.
500 $a Source: Masters Abstracts International, Volume: 82-08.
500 $a Advisor: Lee, Valarie.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to examine the significance of integrating multicultural literature, primarily multicultural picture books, in culturally responsive book clubs to improve student motivation, foster awareness of one's identity and promote discussions about social justice. Prior to this research, student discourse about their own identity and the nature of social injustices related to prejudice, stereotyping, and racism was limited. Qualitative research was employed utilizing student artifacts such anticipation guides, literature role responses, and reflection journals. Data was also collected from audio recording transcripts of book club and class wide discussions as well as a teacher's reflection journal. Using triangulation and coding of student responses, themes emerged: using multicultural literature inspired students to self-reflect and acknowledge that maintaining one's cultural identity is critical, though challenging at times. Also, students saw a need for empathy after reading literature that was both "mirrors" and "windows" into the other's needs if social justice was to become a reality. some students, however, continued to express discomfort discussing social injustices that stem from racial inequalities, supporting the idea that students need time and continued exposure to topics such as racism and bias if students are to become truly comfortable taking social action.
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653 $a Maintaining cultural identity
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