Building cultural responsiveness in rural, preservice teachers using a multicultural children’s literature project
Abstract
The purpose of this study was to describe the qualities of preservice early childhood teacher response to a multicultural children’s literature project, and to evaluate the project as a means for developing culturally responsive teaching practices in preservice early childhood teachers. Surveys and reflection papers on the project from two reading methods education courses were analyzed, utilizing Irvine’s (2003) descrip- tion of culturally responsive teachers. Student written responses fell into six catego- ries: awareness of teaching materials and culturally specific learning differences, an increase in their own personal cultural knowledge, and a commitment to foster cultural competence in children, build a classroom community and teach for social justice. The responses indicated that the reading of multicultural children’s books enabled the future early childhood teachers to identify more closely with people of a culture other than their own and to develop knowledge, empathy, and commitment to improving the well-being of their future students.
Reference
Howrey, S. T. & Whelan-Kim, K. (2009). Building cultural responsiveness in rural, preservice teachers using a multicultural children's literature project, Journal of Early Childhood Teacher Education, 30(2), 123-137.
Journal
Journal of Early Childhood Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood/Special education dual certification
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
38
Duration of Data Collection
Data Sources
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
What realizations regarding cultural diversity did the preservice teachers appear to gain as a result of the project?
Is this research question explicit from the manuscript? Yes
In what ways did the preservice teachers report that the project experience would inform their future teaching practices?
Is this research question explicit from the manuscript? Yes