Reading Diversity through Canadian Picture Books: Preservice Teachers Explore Issues of Identity, Ideology, and Pedagogy
What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies.
The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.
- World Rights
- Page Count: 232 pages
- Illustrations: 7
- Dimensions: 6.2in x 0.8in x 9.3in
“Reading Diversity through Canadian Picture Books makes a significant contribution to the literature on the use of Canadian picture books in the classroom and the impact of multicultural Canadian children’s literature on diversity and social justice education. This collection of research studies is unique in its focus on Canadian preservice teachers’ personal attitudes, values, and professional perceptions towards issues of diversity, ideology, and the picturebook as a vehicle of cultural awareness and national Canadian identity. Reading Diversity through Canadian Picture Books is a valuable resource for educators and academics engaged in multicultural pedagogy in Canada and diversity and literacy education.”
Judith Saltman, Chair, Master of Arts in Children’s Literature Program, and Professor, School of Library, Archival, and Information Studies, University of British Columbia
“The contributors to this timely book remind us of the need to consider how preservice teachers come to terms with the tensions that arise as a result of student’s exploration of diversity through picture books. The insights they share will be relevant to all educators who make use of complex picture books to promote literacy and a deeper understanding of multiculturalism. This book will motivate educators around the world to examine, challenge and support the responses of preservice teachers, and, through the frameworks it provides, to inspire a more critical and thoughtful pedagogy.”
Evelyn Arizpe, Senior Lecturer, School of Education, University of Glasgow
Author InformationIngrid Johnston is a professor in the Faculty of Education at the University of Alberta.
Joyce Bainbridge is an emerita professor of Education at the University of Alberta.
Table of contents
List of Figures
Introduction: Ingrid Johnston (University of Alberta, Secondary Education) & Joyce Bainbridge (University of Alberta, Education)
Chapter One: Picture Books and Pedagogy: From Possibilities to Practice.
Joyce Bainbridge (University of Alberta, Education) & Beverley Brenna (University of Saskatchewan, Education)
Chapter Two: Who Does this Text Think I am? Exploring Questions of Subjectivity through Diverse Picture Books.
Ingrid Johnston (University of Alberta, Secondary Education) & Farha Shariff (University of Alberta, Secondary Education):
Chapter Three: Historical and Contemporary Perspectives on Cultural, Social, and Political Issues in the Canadian West.
Lynne Wiltse (University of Alberta, Elementary Education)
Chapter Four: Prairie Spaces Recreated: Aboriginal Education and Canadian Picture Books.
Angela Ward (University of Saskatchewan, Education)
Chapter Five Imagining the Possibilities: The Pedagogical Potential of Diverse Canadian Picture Books.
Mary Clare Courtland (Lakehead University, Education) & Ismel GonzÎ¬lez (Lakehead University, Languages)
Chapter Six: Very Far Away: Traversing the Distance between Imagination and Actualization.
Teresa Strong-Wilson (McGill University, Integrated Studies in Education) & Heather Phipps (McGill University, Integrated Studies in Education)
Chapter Seven: Connecting Visual Literacy and Cultural Awareness Through Picture Book Illustrations
Anne Burke (Memorial University of Newfoundland, Education)
Chapter Eight: Generative Ways to Promote Political Activity and Social Change with Picture Books.
Roberta Hammett (Memorial University of Newfoundland, Education)
Afterword: Ingrid Johnston (University of Alberta, Secondary Education) & Joyce Bainbridge (University of Alberta, Education)
Appendix A: Course Data Sources
Appendix B: List of Picture Books Used in the Research Project
Subjects and Courses