Balancing Teacher Power and Children's Rights: Rethinking the Use of Picturebooks in Multicultural Primary Schools in England

Autor/inn/en	Kucharczyk, Stefan; Hanna, Helen
Titel	Balancing Teacher Power and Children's Rights: Rethinking the Use of Picturebooks in Multicultural Primary Schools in England
Quelle	In: Human Rights Education Review, 3 (2020) 1, S.49-68 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2535-5406
Schlagwörter	Power Structure; Teacher Student Relationship; Ethnography; Elementary School Teachers; Childrens Literature; Childrens Rights; Cultural Pluralism; Civil Rights; Immigrants; Intellectual Freedom; Foreign Countries; Correlation; Laws; Critical Literacy; Empathy; Barriers; Picture Books; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; 'Children''s rights'; Kindesrecht; Kulturpluralismus; Bürgerrechte; Grundrechte; Zivilrecht; Immigrant; Immigrantin; Immigranten; Akademische Freiheit; Intellektuelle Unabhängigkeit; Ausland; Korrelation; Law; Recht; Kritisches Lesen; Empathie; Picture book; Bilderbuch
Abstract	This article offers an autoethnographic reconsideration of a primary school teacher's practice and children's interpretation of picturebooks in multicultural primary schools in England. It considers the balance teachers strike between respecting children's rights to freedom of thought and expression, and wielding their own power as directors of learning. It links key aspects of international human rights law on children to concepts from literacy studies and multicultural children's literature: representation of minority groups, pictorial interpretation, critical literacy and teacher power. It brings out nuanced interpretations of the picturebook "The Arrival" as a 'mirror' for learners from migrant backgrounds. This mirror may reflect children's experiences but also offer a frosted, distorted or blank view where young learners do not empathise with characters. We argue that children's rights within education should include freedom of thought and expression and freedom to interpret literature; teachers should reflect on their intentions when using literature, and not pose barriers to this freedom. (As Provided).
Anmerkungen	University of South-Eastern Norway. Postboks 235, 3603 Kongsberg, Norway. Tel: +47-310-08000; e-mail: postmottak@usn.no; Web site: http://www.usn.no
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01