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ERIC Number: ED439436
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Provocative and Powerful Children's Literature--Developing Teacher Knowledge and Acceptance of Ethnic and Cultural Diversity.
Baker, Kim; McDermott, Peter
A study examined personal written responses of novice white teachers to address methods, patterns, and implications of teachers' responses to powerful and provocative multicultural children's literature. Ten children's books were read orally and 150 responses from 15 graduate students in an elementary education course were analyzed qualitatively and quantitatively. Results indicated that: (1) the most emotionally powerful books were those pertaining to the Holocaust, drugs and their proliferation, and paternal neglect and abuse; (2) teachers reacted negatively to descriptive words, language and writing style of the most socially provocative books; (3) all teachers would use the books about gender in their classrooms; (4) books about war would be used, but not those with graphic details of the sadness of human experience; and (5) teachers were unexpectedly cautious in revealing personal reactions to the books. Findings suggest that an education course to develop teachers' sensitivity to diversity is a good beginning of awareness, but changing white, middle-class teachers' values and attitudes must take many varied and sustained approaches. (Contains 33 references and 3 figures of data.) (EF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A