Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature.

Teachers moving forward on a cultural self-awareness spectrum: Diverse children, museums, and young adult literature. Gunn, AnnMarie Alberton. This case study research investigated preservice and in-service teachers’ (N=23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how this course design encouraged teachers to move beyond a focus on tolerance and acceptance, and toward a social justice orientation through critical exploration of issues such as racism, oppression, and the ways bias and privilege operate within their own lives, schools, and society. Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Multicultural Perspectives, 18(4), 214-220, doi: 10.1080/15210960.2016.1228335. Members of the USF System may access the full-text of the article through the authenticated link provided below.