Mirror, Mirror: Who Are Literature Anthologies Really Reflecting?

Autor/in	Tovar-Hilbert, Jessica
Titel	Mirror, Mirror: Who Are Literature Anthologies Really Reflecting?
Quelle	In: English in Texas, 47 (2017) 1, S.20-23 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0508
Schlagwörter	Anthologies; Culturally Relevant Education; Diversity; Literacy Education; Learner Engagement; Middle School Students; Minority Group Students; Identification (Psychology) + Suchen Sie Ihr Suchwort? Anthology; Anthologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Research shows that anthologies do not adequately supply culturally relevant texts that meet the needs of a growing culturally and linguistically diverse student population. It is necessary and critical to find ways to ensure that students receive the benefits of culturally relevant literacy instruction. This article provides a framework for culturally responsive literacy instruction to ensure that students see more mirrors that affirm their unique backgrounds and engage them in literature in ways that provide a more personal transaction with texts. However, supplementing the current canon with diverse texts is more than just inclusion of these texts, and finding the balance of mirrors and windows is no simple task. The author describes the three primary considerations, the 3 Es, for shaping a more inclusive and responsive literature experience for students: Explore culture, Examine content, and Engage in conversation. (As Provided).
Anmerkungen	Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01