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Imagined innocence meets lived experience

Imagined innocence meets lived experience The purpose of this study was to challenge pre-service teachers’ (PSTs) assumptions about youth readers, the researcher in this study invited a group of three seventh-grade students to attend a multicultural young adult (YA) literature class designed for PSTs at a large mid-western university.Design/methodology/approachUsing qualitative methodology, the researcher strove to answer the following question: How can instructors use youth literature and teaching practices to shift the way that youth readers are perceived – especially marginalized youth – within educational institutions? Data sources included participant observation and field notes, semi-structured interviews with participating seventh-grade students, discussion artifacts, lesson plans and discussion transcripts.FindingsThe author found that the seventh-grade students in this study shared intertextual connections and offered critical readings of text and the world that had the potential to challenge PSTs’ notions of how YA literature can, and should, be used in classrooms. Importantly, the adolescent students were also able to see themselves as competent participants in collegiate dialogue around texts.Originality/valueMuch research has been done on the value of giving PSTs experiences in school field experiences, but this research highlights the power of interactions between adolescents and PSTs in a university classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Imagined innocence meets lived experience

Journal for Multicultural Education , Volume 15 (3): 12 – Oct 11, 2021

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References (29)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-02-2020-0010
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to challenge pre-service teachers’ (PSTs) assumptions about youth readers, the researcher in this study invited a group of three seventh-grade students to attend a multicultural young adult (YA) literature class designed for PSTs at a large mid-western university.Design/methodology/approachUsing qualitative methodology, the researcher strove to answer the following question: How can instructors use youth literature and teaching practices to shift the way that youth readers are perceived – especially marginalized youth – within educational institutions? Data sources included participant observation and field notes, semi-structured interviews with participating seventh-grade students, discussion artifacts, lesson plans and discussion transcripts.FindingsThe author found that the seventh-grade students in this study shared intertextual connections and offered critical readings of text and the world that had the potential to challenge PSTs’ notions of how YA literature can, and should, be used in classrooms. Importantly, the adolescent students were also able to see themselves as competent participants in collegiate dialogue around texts.Originality/valueMuch research has been done on the value of giving PSTs experiences in school field experiences, but this research highlights the power of interactions between adolescents and PSTs in a university classroom.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Oct 11, 2021

Keywords: Multicultural education; Pre-service teachers; Young adult literature; Social justice pedagogy

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