Diverse Picturebooks for Diverse Children: The Others in Singapore Teachers' Discourse and Pedagogy

Autor/inn/en	Garces-Bacsal, Rhoda Myra; Tupas, Ruanni
Titel	Diverse Picturebooks for Diverse Children: The Others in Singapore Teachers' Discourse and Pedagogy
Quelle	In: Literacy Research and Instruction, 60 (2021) 4, S.372-390 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garces-Bacsal, Rhoda Myra) ORCID (Tupas, Ruanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.1878313
Schlagwörter	Picture Books; Childrens Literature; Student Diversity; Multicultural Education; Culturally Relevant Education; Inclusion; Classroom Techniques; Social Emotional Learning; Elementary School Teachers; Secondary School Teachers; Graduate Students; Transformative Learning; Professional Development; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Multikulturelle Erziehung; Inklusion; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Transformation; Ausland; Singapur
Abstract	This study investigates how teachers construct the "Others" in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an "awareness of Others" but, on the other hand, they also express discomfort toward an expanded definition of "multiculturalism" and "diversity" in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01