Abstract
Research consistently shows that students from historically marginalized populations have difficulty accessing texts that represent the realities of their lives. Concerned that such might be the case for my students, I conducted an inventory of my classroom library and sought out award-winning texts that could make my library more diverse and inclusive. I then analyzed these award-winning texts using Bishop's (1992) categories of multicultural literature in order to better understand the picturebooks' underlying messages and ideologies. My examinations showed that the majority of the texts fit into the same category (culturally specific), though I was able to identify award-winning texts that were culturally generic and culturally neutral as well. Additionally, each category yielded salient themes--ranging from acceptance of one's complex identities to America's racialized and politicized tensions--and activist educators will wish to carefully consider said themes as they select texts and engage in critical conversations with young readers.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Crowe, Carrie Elizabeth, "Critical Engagements with Award Winning Picturebooks: My Journey in Creating a More Equitable Classroom Library" (2023). Theses and Dissertations. 10061.
https://scholarsarchive.byu.edu/etd/10061
Date Submitted
2023-08-16
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd12899
Keywords
classroom libraries, picturebooks, representation, diversity, inclusion
Language
english