Transformative Literature Choices for the Elementary Read ...
Transformative Literature Choices for the Elementary Read Aloud
Dr. Kathy R. Fox
Dragonlode: The Journal of the Children’s Literature Special Interest Group
International Reading Association
Spring 2008
[Introduction]
Teachers can use literature to validate their students’ membership in the world of print and academics through the purposeful selection of books for classroom read alouds. Choosing books with characters of diverse cultural and linguistic backgrounds in an empowered stance encourages students of all backgrounds to embrace rather--than tolerate--diversity. This article presents a study which looked at the use of children’s literature as a tool of transformative education in early elementary classroom read alouds. The who, what, how and why questions surrounding the teacher’s reading and students’ uptake of these books were examined through teacher interviews, classroom observations during read aloud and follow up play times, and author interviews and records.
The following is an excerpt from one teacher interview in the study. It was typical of comments from first grade teachers when I asked what influenced their choice of books for a whole class read aloud.
Interviewer: “How do you choose your books for classroom read alouds?
Teacher A: “I look for books that show children from different cultures living
together and getting along. I want them to see that people might speak a different language or wear different clothes, but they can still get along and be friends. This is important for them to feel as if they can be friends with different people in our classroom and school.”
Here, books were used as mediators or tools for lessons in transformative education. Transformative education requires a teacher’s critical and purposeful reflection regarding standardized curriculum and materials, with the explicit goal of erasing established inequalities and promoting social justice. Transformative education challenges the status quo by encouraging teachers to see their classroom as a constructive community…a setting for critical change (Banks, 1994). In the linguistically, culturally, and economically diverse classrooms represented in this study, books were seen as gateways for opening conversations with young children regarding critical issues of change. Teachers reported using their read aloud selections to encourage friendships, introduce culture and language traits, and to help children to identify with diverse characters. These strategies lend themselves to moving from a deficit approach to an empowered model of transformative education.
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