‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads
The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children
Datos Bibliográficos
| ID | 21522422 |
|---|---|
| Autores | Helen Adam (0000-0002-3005-7142, Edith Cowan University, autor de correspondencia), Matthew Byrne (0000-0001-7335-8001, Edith Cowan University) |
| Año | 2024 |
| Volumen | 51 |
| Número | 4 |
| Páginas | 1121-1140 |
| Fecha de publicación | 2024-09-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Australian Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-023-00631-x |
| OpenAlex | W4381795199 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 25 |
Children’s books play a central role in today’s classrooms. Educators can use children’s literature to promote children’s social and cultural understandings and critical thinking skills. This is particularly important when extending children’s knowledge and understandings of themselves, their identity and those who may differ culturally, socially or historically, thus supporting diversity and inclusion. Further, when diversity is considered, valued, and supported through Culturally Responsive Pedagogy (CRP), outcomes for children from underrepresented backgrounds improve. This paper reports on a study conducted in four early learning settings in Western Australia investigating educators’ practices when sharing diverse literature with young children. This study found in the majority of book sharing in these centres the cultures, backgrounds, life experiences and funds of knowledge of children from underrepresented backgrounds were invisible. Further, educators’ practices were bereft of CRP and likely to demean and confuse those from underrepresented backgrounds and increase all children’s misconceptions of others
Aesthetics · Art · Cultural diversity · Pedagogy · Sociology · Anthropology · Educator Training and Historical Pedagogy · Gender Studies · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS)
Where Are the Diverse Families in Australian Children’s Literature? Impacts and Consideration for Language and Literacy in the Early Years
(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia
Culturally Responsive Schooling for Indigenous Youth
Moving Beyond Colorblindness in Early Childhood Classrooms
Getting Out of Deficit
When Authenticity Goes Missing
I see you. Do you see me? Investigating the representation of diversity in prize winning Australian early childhood picture books
The challenge of monoculturalism
How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools
Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs
Do they think we live in huts?’ – Cultural essentialism and the challenges of facilitating professional development in cross-cultural settings
Rethinking the Role of “Culture” in Educational Equity
Confronting the Marginalization of Culturally Responsive Pedagogy
Using thematic analysis in psychology
Funds of knowledge for teaching
The White Man's Burden
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Qualitative Data Analysis
Preparing for Culturally Responsive Schooling
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2023 - 2025 (3) |
| Altamente citado | No |