To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature
Abstract
Ethnically unfamiliar literature can provide opportunities for teacher candidates to expand their repertoire of available texts to better support students in their care. However, ethnically unfamiliar literatures can be difficult for readers to understand and appreciate. This article addresses this disconnect by infusing multicultural literature study among preservice teachers with the explicit examination of the literary aesthetic. Attention to literary aesthetics provided participants new literary language for analysis and response, the opportunity to apply existing analytical skills in new ways, cultural context to inform their analyses, and permission to admit deficiencies of knowledge or explore personal struggles.
Reference
Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
Journal
English 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
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
12
Duration of Data Collection
Data Sources
- Interviews
- Reading Responses
- reflections
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
Research Questions
How does explicit attention to literary aesthetics in the reading and study of ethnically unfamiliar literature influence preservice teachers’ understandings of this literature?
Is this research question explicit from the manuscript? Yes