A Picturebook Reveals the Nature of Bias

Autor/in	Ryman, Cynthia K.
Titel	A Picturebook Reveals the Nature of Bias
Quelle	In: Waikato Journal of Education, 27 (2022) 1, S.67-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Picture Books; Content Analysis; Literacy; Preservice Teachers; Resistance (Psychology); Ideology; Bias + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Inhaltsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Resistenz; Ideologie
Abstract	In order to disrupt hegemonic thinking, the foundation of biases on which this thinking is built must first be confronted. I became increasingly aware of the detrimental impact of implicit bias during a research project I conducted in a children's literature course with preservice teachers. In this research project, I analysed the responses of the preservice teachers to a cosmopolitan approach to reading children's literature. A cosmopolitan approach in literacy invites a reflexive consideration of personal perspectives and an opening towards learning from the perspectives of others (Hansen, 2017). In encouraging the ideals of a cosmopolitan approach to literacy, I encountered areas of resistance from the preservice teachers. These instances of resistance were often rooted in implicit bias. During the final stages of completing my research, the picturebook "Milo Imagines the World" by Matt de la Peña (2021) was released. "Milo Imagines the World" reveals how deeply held ideologies and biases impact perceptions of reality. An awareness of how biases impact one's perception of reality is an important factor in developing greater self-awareness and combating hegemonic thinking. In this article, I provide a critical analysis of the various forms of bias encountered during my research along with a reflective exploration of the picturebook "Milo Imagines the World." This picturebook and analysis provide a context for better understanding the subtle pervasiveness of biases that often contribute to the maintenance of hegemonic thinking. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01