Dialogism in Preservice Teachers’ Rationale of Diverse Texts

Dados Bibliográficos

ID21650197
AutoresAmbyr Rios (0000-0002-2639-3346, Kansas State University, autor correspondente), Michelle Kwok (0000-0002-2406-6835, Mitchell Institute)
Ano2026
Data de publicação2026-06-17
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Reading Behavior (JOURNAL)
Identificadores do periódicoISSN: 0022-4111 • E-ISSN: 1554-8430
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/1086296x261461689
OpenAlexW7165129186
IdiomaEN
Referências citadas38

Situated within the current sociopolitical landscape of increasing book bans and educational censorship, this study explores how preservice teachers select and advocate for culturally diverse texts within a multicultural children's literature course in Texas. Drawing on Bakhtin's theory of dialogism, the authors analyzed 81 caregiver letters wherein PSTs selected a culturally diverse text for instruction and invited imagined family audiences to engage with the text. Findings revealed that preservice teachers participated in complex discourse moves to navigate dialogic tensions within their letters. In addition, an overall “flattening effect” was identified in what preservice teachers said and did not say about their diverse text choices, seen as broadly discussing topics of inclusion and omitting more specific terms about race and social injustice. The authors assert that authoritative pressures likely caused preservice teachers to self-censor their discussions on diversity and suggest recommendations for practice and research

Cultural diversity · Cultural pluralism · Dialogic · Multicultural education · Multiculturalism · Situated · Teacher education · Critical Race Theory in Education · Reading and Literacy Development · Russian Literature and Bakhtin Studies